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3 tool box
This document provides information on creating an assessment toolbox. It discusses learning outcomes and Bloom's taxonomy. Learning outcomes describe how a student will change due to a learning experience. They include knowledge, skills, attitudes, and habits students take away. The document also covers types of assessment like tracking participation, needs assessment, and outcomes assessment. Assessment tools in the toolbox include surveys, rubrics, focus groups, student work, and database/observation tools. The goal is to help participants understand assessment and choose appropriate tools to measure program impact based on learning outcomes.
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3 tool box
- 1. Creating an AssessmentToolbox Amber Garrison Duncan Division of Student Affairs University of Oregon
- 2. Learning Outcomes Understandthe role of learning outcomes in shaping student learning experiences Understand the learning outcomes formula Understand levels of Blooms taxonomy Participants will be able to recognize different types of assessment Participants will be able to describe different types of data collection Participants will be able to locate data collection tools for use in assessment
- 3.
- 4. Learning Outcomes… …are goalsthat describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009).
- 5. Brainstorm What doyou want the student to be able to know or do as a result of participation? What knowledge, skill or ability should the ideal participant demonstrate?
- 6. Bloom’s Taxonomy Knowledge-aware, define, describe, label, list Comprehension- explain, generalize, give examples Application- apply, adopt, construct, demonstrate Analysis- analyze, compare, contrast Evaluating- assess, judge, defend, criticize, conclude Creating- create, hypothesize, construct, predict
- 7. Learning Outcome Formula Asa result of Student will be able to As a result of participantswill be able to
- 8. As a resultof this program, student will… Bad Outcome Statement Be able to have confidence in their abilities, realize Student Affairs can benefit their learning process and enroll in three programs. Better Outcome Statement Demonstrate critical thinking skills as it relates to social issues Best Outcome Statement Demonstrate the ability to analyze and respond to arguments about racial discrimination
- 9. Tips Limit yourselfto 3-6 outcome statements Be SMART Specific- focused on a specific learning area Measurable- you can collect data to measure Attainable- the outcome is attainable given the student learning level and program Results- program is aligned with department and division learning domains Tailored- outcome is specific to the program
- 10. Let’s Try Pick oneof your responsibilities and write outcomes statements.
- 11. What do youneed to know? Types of Assessment Tracking – monitoring who uses our programs, services and facilities (e.g. raw numbers, frequency, age, class standing, gender, race, residence, etc). Needs Assessment – identifying needs of our students and clientele (e.g. student perceived, research supported, and institutionally expected). Satisfaction Assessment – measuring the level of student and clientele satisfaction with our programs, services, and facilities. Student Cultures and Campus Environments Assessment – assessing the collective perception of campus and student experience (e.g. campus climate, academic environment, residential quality of life).
- 12. Types of Assessment Outcomes Assessment – measuring the impact our services, programs and facilities have on students’ learning, development, and student success. Comparable Institution Assessment – identifying how the quality of our programs, services and facilities compare with peer institutions’ best practices. National Standards Assessment – using nationally accepted standards to assess our programs and services (e.g. national assessment inventory– EBI, CAS standard self-assessment, departmental review by consulting group). Cost Effectiveness Assessment – determining whether the programs, services and facilities we offer to students are worth the cost.
- 13. Creating an AssessmentToolbox Assessing can include a variety of data collection methods and it’s important to know when to use each What are tools you have in your toolbox? Obtrusive Surveys Rubrics Focus groups and interviews Student produced work (reflections, oral/written presentations) Unobtrusive Banner or Database Systems Observations Document analysis
- 14. Exploring New Tools Student Voice Student Affairs Assessment Website
- 15. Let’s Try! For theoutcomes you just wrote, what type of assessment would you use to measure the impact of your program?
- 16.
Editor's Notes
- #3 As we are going through this presentation, pick one program that you want to write learning outcomes for and assess
- #4 What do you want the student to learn? (outcome)What knowledge, skills or abilities do they need to learn? (curriculum or what you intend to teach)What activity will facilitate the learning? (program or service)How will student demonstrate learning? (assessment)How will you improve the learning for next time? (improvement)
- #7 Lower levels are rote memorization or surface level learning. Procedural knowledge and answers can be found in materials provided.Higher levels are meaningful or deep learning. Students creative, original and critical thinking are required.