1. X I A H E
J A N I C E F O L K
WEEK 3 FACILITATION
2. ASSESSING STUDENT LEARNING
OUTCOMES
• Quantitative design can be overwhelming and
often leads to failure because of that. Qualitative
design is considered when the number of subjects is
too small for quantitative design.
• Both methods are used in some cases
• Not all outcomes are student learning outcomes
i.e. outcomes for health service or financial aid is
not a learning outcome
3. ASSESSING STUDENT LEARNING OUTCOMES
CONTINUED
• Most credible design: Astin’s input-environment-
outcome (IEO) framework
• Input: students’ background before they enroll
• Environment: students’ experience after they enroll
4. ASSESSING STUDENT LEARNING OUTCOMES
CONTINUED
General categories of student learning outcomes
(Schuh and Upcraft, 2001, p.155)
• Complex cognitive skills
• Knowledge acquisition
• Intrapersonal development
• Interpersonal development
• Practical competence
• Civic responsibility
• Academic achievement
• Persistence
5. COMPONENTS OF AN EFFECTIVE OUTCOMES-BASED
ASSESSMENT PLAN AND REPORT
List of components (Bresciani, Gardner, and Hickmott,
2009, p. 31)
• Mission statements
• Goals
• Learning and development outcomes
• Methods
• Results
• Decisions and recommendations that are derived
from those results
6. HOW MANY ASSESSMENT PLANS DOES ONE DEPARTMENT
NEED?
• Could be a few that focus on common outcomes
of many different programs
• Could be one outcome for each program if there
aren’t too many programs
• Depends on what
7. COMPONENTS OF AN EFFECTIVE OUTCOMES-
BASED ASSESSMENT PLAN AND REPORT--
MISSION
• Give a sense of ownership to everyone involved
• Enable people to stay focused
8. DIFFERENCES BETWEEN GOALS AND
OUTCOMES
• Goals: broad, not directly measurable, measured
through a combination of outcomes
• Outcomes: derived from goals, detailed
9. TYPES OF LEARNING OUTCOMES
--Institutional and Divisional
• Broad
• Gathered data are comparative
• Findings may be generalizable to division or
institution
--Department and Programmatic
• Detailed
• Data lead to decisions for improvement
• Not generalizable
11. MAPPING LEARNING OUTCOMES
Two alignment processes
• Align learning outcomes with goals, helpful in
deciding how the funding can be allocated
• Align activities with intended end results
12. DELIVERY OF OUTCOMES
• Important to tie activities to outcomes
• Maki’s grid document
List outcomes on the left side
List activities across the top
13. REPORTING
• Inform students’ achievements and identify where
improvements can be made
• Choose right data for right audiences
14. OTHER COMPONENTS
• Clarify who is responsible
• Include action plans for recommendations
• Include comments from decision makers
• Indicate whether the outcomes were connected to
other institutional or divisional initiatives
