The document summarizes a professional development workshop about developing learning outcomes, assessment, and improvement. The workshop covers: constructing measurable learning outcomes, identifying methods to assess student accomplishment of outcomes, and developing strategies to use assessment data to improve student learning. Participants will learn how to create outcomes aligned with high-impact learning, and identify formative and summative assessment types to accurately determine learning and enhance accomplishment.

1. Developing learning outcomes Assessment and Improvement Professional Development Workshop August 27, 2010

2. Description Understand the process of developing a learning outcome statement requires some time and effort. Understand how outcomes are linked to improving student learning, and ultimately teaching becomes a natural extension of the classroom experience. Working with a small group we will construct learning outcome statements. Using the learning outcome statements we will determine a variety of assessment methods and strategies. Finally, we will discuss how the data gathered is used to revise or improve student learning.

3. Objectives During this workshop, participants will: Create or construct measurable learning outcome statements Identify possible methods to assess or evaluate student accomplishment Develop strategies to use outcomes for improvement

4. CREATE OR CONSTRUCT MEASURABLE LEARNING OUTCOME STATEMENTS

5. Questions to focus outcomes What is important to LEARN? How can learning be HIGH IMPACT? ENGAGING and RELEVANT? How can we know how WELL students learn?

6. Outcomes defined Knowledge, skills, attitudes or habits of mind Things students DO AFTER or as a RESULT of instruction Specific Measurable Focused Model “REAL WORLD” Action oriented, process oriented

7. IDENTIFY POSSIBLE METHODS TO ASSESS OR EVALUATE STUDENT ACCOMPLISHMENT

8. Identify possible methods to assess or evaluate student accomplishment Types of assessment Direct or Indirect Embedded or Add-on Objective or Subjective Timing of assessment Formative or Summative Outcomes enhance accomplishment Accurate determination of learning

9. DEVELOP STRATEGIES TO USE OUTCOMES FOR IMPROVEMENT

10. Develop strategies to use outcomes for improvement Identify learning strengths Identify teaching strengths Identify technological needs

11. Review Objectives During this workshop, participants: Create or construct measurable learning outcome statements Identify possible methods to assess or evaluate student accomplishment Develop strategies to use outcomes for improvement

12. Resources http://www.delicious.com/dpeter19/bloomstaxonomy http://www.delicious.com/dpeter19/learning_outcomes http://www.delicious.com/dpeter19/engagement http://www.delicious.com/dpeter19/active_learning

13. Additional Reading Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives . New York, NY: Longman. Huba, M., & Freed, J. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning . Boston, MA: Allyn and Bacon. Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction . (3 rd Ed.). Atlanta, GA: Center for Effective Performance. Meyers, C., & Jones, T. (1993). Promoting active learning: Strategies for the college classroom . San Francisco, CA: Jossey-Bass. Suskie, L. (2009). Assessing student learning: A common sense guide . (2 nd Ed.). San Francisco, CA: Jossey Bass. Walvoord, B. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education . (2 nd Ed.). San Francisco, CA: Jossey-Bass.