<ul><li>Learning Goals at St. John Fisher College </li></ul><ul><li>Peter J. Gray, Ph.D. </li></ul><ul><li>Director of Aca...
<ul><li>A higher education institution’s purpose  is to provide instruction that  produces learning. </li></ul><ul><li>The...
<ul><li>Faculty Ownership </li></ul><ul><li>It is essential for faculty to have a sense of ownership of the assessment pro...
<ul><li>Administrative Support </li></ul><ul><li>Assessment programs need strong leadership... </li></ul><ul><li>so that t...
improvement Assessment Process teaching  & learning evaluation
<ul><li>Assessment Questions </li></ul><ul><li> What should students learn from our educational programs and experiences?...
<ul><li>Defining Learning Outcomes </li></ul><ul><li> Reviewing  existing standards & documents </li></ul><ul><li>Assessi...
<ul><li>Defining Learning Outcomes </li></ul><ul><li> Reviewing  existing standards & documents </li></ul><ul><ul><li>mis...
<ul><li>Categories of Outcomes </li></ul><ul><li> Discipline specific knowledge, comprehension, and understanding </li></...
<ul><li>Mapping Teaching and Learning </li></ul>
<ul><li>Certainly some learning is difficult, even impossible to measure. </li></ul><ul><li>But is does not follow that us...
<ul><li>  Sources of Information </li></ul><ul><li> Course assignments </li></ul><ul><li> Projects, products, portfolios...
<ul><li>Use of Assessment Results </li></ul><ul><li>Answers important questions about teaching and learning </li></ul><ul>...
<ul><li>Assessment Plan </li></ul><ul><li>Describe intended student learning in relationship to educational programs and a...
<ul><li>The Goal </li></ul><ul><li>Assessment should be  </li></ul><ul><li>meaningful </li></ul><ul><li>manageable,  </li>...
<ul><li>Learning Goals at Fisher </li></ul><ul><li>What have we done?  </li></ul><ul><li>Where do we need to be? </li></ul...
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Learning Goals at St. John Fisher

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Faculty Development Workshop on Four-Year Institution-Wide Learning Goals

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Learning Goals at St. John Fisher

  1. 1. <ul><li>Learning Goals at St. John Fisher College </li></ul><ul><li>Peter J. Gray, Ph.D. </li></ul><ul><li>Director of Academic Assessment </li></ul><ul><li>United States Naval Academy </li></ul><ul><li>May 2004 </li></ul>
  2. 2. <ul><li>A higher education institution’s purpose is to provide instruction that produces learning. </li></ul><ul><li>The test of an institution’s quality is the success of its students. </li></ul>
  3. 3. <ul><li>Faculty Ownership </li></ul><ul><li>It is essential for faculty to have a sense of ownership of the assessment process… </li></ul><ul><li>so that faculty maintain a commitment over time and to be certain that the results are utilized and make a difference. </li></ul>
  4. 4. <ul><li>Administrative Support </li></ul><ul><li>Assessment programs need strong leadership... </li></ul><ul><li>so that they remain flexible and adaptable to changing needs and are not merely ad hoc efforts. </li></ul>
  5. 5. improvement Assessment Process teaching & learning evaluation
  6. 6. <ul><li>Assessment Questions </li></ul><ul><li> What should students learn from our educational programs and experiences? </li></ul><ul><li> How can we document and evaluate the quality of our teaching and of our students’ achievement? </li></ul><ul><li> What changes should we make to improve teaching and learning? </li></ul>
  7. 7. <ul><li>Defining Learning Outcomes </li></ul><ul><li> Reviewing existing standards & documents </li></ul><ul><li>Assessing student work and achievement </li></ul><ul><li>Identifying hopes and expectations </li></ul>
  8. 8. <ul><li>Defining Learning Outcomes </li></ul><ul><li> Reviewing existing standards & documents </li></ul><ul><ul><li>mission statements </li></ul></ul><ul><ul><li>accreditation criteria </li></ul></ul><ul><ul><li>learning goals and objectives </li></ul></ul><ul><ul><li>program curricula and course syllabi </li></ul></ul><ul><ul><li>learning inventories </li></ul></ul>
  9. 9. <ul><li>Categories of Outcomes </li></ul><ul><li> Discipline specific knowledge, comprehension, and understanding </li></ul><ul><li> Higher order thinking skills </li></ul><ul><li> College-level thinking skills </li></ul><ul><li> General education and liberal studies goals </li></ul><ul><li> Professional and career development goals </li></ul><ul><li> Personal growth and development goals </li></ul>
  10. 10. <ul><li>Mapping Teaching and Learning </li></ul>
  11. 11. <ul><li>Certainly some learning is difficult, even impossible to measure. </li></ul><ul><li>But is does not follow that useful and meaningful assessment is impossible. </li></ul>
  12. 12. <ul><li> Sources of Information </li></ul><ul><li> Course assignments </li></ul><ul><li> Projects, products, portfolios, & performances </li></ul><ul><li> Written examinations & standardized tests </li></ul><ul><li> Oral presentations, interviews, & discussions </li></ul><ul><li> Simulations, case studies, & field work </li></ul><ul><li> Surveys & questionnaires </li></ul><ul><li> Institutional research regarding enrollment, retention, & placement </li></ul>
  13. 13. <ul><li>Use of Assessment Results </li></ul><ul><li>Answers important questions about teaching and learning </li></ul><ul><li>Makes maximum use of existing sources and methods of gathering information about student learning </li></ul><ul><li>Takes into account the institution’s mission and strategic plan as well as external regional and professional accreditation requirements </li></ul>
  14. 14. <ul><li>Assessment Plan </li></ul><ul><li>Describe intended student learning in relationship to educational programs and activities </li></ul><ul><li>Develop questions about teaching and learning </li></ul><ul><li>Identify relevant sources of information and evaluation techniques to answer questions </li></ul><ul><li>Collect, analyze, and interpret data </li></ul><ul><li>Set priorities for the design and implementation of improvements based on results </li></ul>
  15. 15. <ul><li>The Goal </li></ul><ul><li>Assessment should be </li></ul><ul><li>meaningful </li></ul><ul><li>manageable, </li></ul><ul><li>and sustainable. </li></ul><ul><li>The Program Assessment Consultation Team (PACT) California State University, Bakersfield, 1999. </li></ul>
  16. 16. <ul><li>Learning Goals at Fisher </li></ul><ul><li>What have we done? </li></ul><ul><li>Where do we need to be? </li></ul><ul><li>What can we accomplish today? </li></ul>

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