The document discusses implementing student learning outcomes assessments in online courses using the new Canvas learning management system. It provides an overview of outcomes assessments, how they will appear and be rated in Canvas, and addresses faculty and student concerns. Key points are that outcomes assessments are used for program evaluation, not individual grading; they appear as rubrics in Canvas for faculty to rate student work; and their purpose is to measure student competency achievement, not assign points.

1. OUTCOMES IN
CANVAS:
FACULTY TRAINING
Spring II 2014

2. • Program Overview
• Student Learning Assessment
• What We Shared with Our Students
• Assessment with Rubrics
• Two Types of Evaluations
• Outcomes in Canvas
• Addressing Student Concerns
• Faculty Resources
• Questions
AGENDA

3. • Student Learning Assessment (SLA) is the process of determining
whether students are learning/mastering the Competencies and
achieving the Program Learning Outcomes (PLOs).
• Outcomes data is SLA data that is used for program evaluation
purposes.
• Online Programs have been collecting this data for two years. We
are sharing this process with students because our new LMS, Canvas,
has changed the availability of that data to include students.
• Outcomes in Canvas will eventually be in all Online Campus courses.
PROGRAM OVERVIEW

4. Program Courses in Spring II
MA I/O Psychology All
PhD/PsyD Business Psychology All but dissertation courses
PhD Organizational Leadership None this term (OL539 & OL556)
MA Psychology MP505 & MP520
MA Forensic Psychology None
PhD International Psychology None
MA Public Health None
BCBA None
PROGRAMS WITH OUTCOMES

5. • SLA is the process of determining whether students are
learning/mastering the Competencies and achieving the Program
Learning Outcomes (PLOs).
• SLA is more than whether the student passes a course or his/her
grade in a course.
• Example PLO in Business Psychology: “The student is able to use
SPSS and Microsoft Excel to analyze and present data to technical
and non-technical audiences.”
– How do we measure this? This is assessed in Dissertation I (B),
Dissertation II (I), Advanced Stats (A), Dissertation III (A), and
Comprehensive Exams (A).
STUDENT LEARNING ASSESSMENT

6. STUDENT LEARNING
ASSESSMENT
Overarching Goal
• To ensure students
are learning what we
promise they will
learn
Academic Program
Review Cycle
Action 11
Institutional
Effectiveness
Review
June
Action I
Student Learning
Assessment
(SLA) Plan
Action 2
SLA Data Collection
Action 3
SLA Review
July
Action 4
Document Findings from
SLA Review
Action 5
Develop Program
Profile
Action 6
Program
Effectiveness
Review( PE)
January
Action Plan
items included in
Budget Requests
March
Action 8
Develop Action Plan Action 7
Campus Meta
Review
February
Action 9
Cross-Campus
Program SLA
March
Action 10
System-wide
Meta
May

7. STUDENT LEARNING ASSESSMENT
Institutional
Learning
Goal
Program
Competency
Program
Competency
Program
Competency
Program
Learning
Objective
PB 611
Program
Learning
Objective
Program
Learning
Objective
Program
Learning
Objective
Program
Competency
Program
Learning
Objective
Program
Learning
Objective
PB 611
PB 612PB 612
PB 400 PB 455
PB 528
PB 530 PB 565
PB 566
Student Learning Assessment
occurs at the PLO level.

8. • SLA data is used by faculty and administration to gauge the
effectiveness of the program and its curriculum.
• No matter what rating a student receives on an Outcomes
assignment, the primary purpose of Outcomes is for Academic
Program Review, not for individual student performance
assessment.
• The bottom line is that there are no negative consequences for
students with this new assessment tool.
WHAT WE SHARED WITH OUR
STUDENTS

9. • There are no consequences for any score received for any of the
PLOs in any course. Students’ grades on assignments and in the
course are not affected by Outcomes ratings.
• The data is used to evaluate the Program and its curriculum,
not as an individual performance assessment.
• The ratings shared with students are meant to be used for
developmental purposes only.
• We encourage you to provide feedback to your students on their
strengths and potential areas of improvement related to
performance on PLOs.
WHAT THIS MEANS FOR OUR
STUDENTS

10. • The Programs use a four-point rating scale: “1” = Novice, “2” =
Internship, “3” = Entry-Level, and “4” = Graduate, such that higher
ratings mean a demonstration of mastery on that PLO.
• Students are not expected to get a “4” on all Outcomes
assessments. We expect that for most assignments, students will
score in the 2-3 range.
ASSESSMENT WITH RUBRICS

11. • As instructors, you will be
making two (2) types of
assessments for an Outcomes
assignment:
1. First and foremost, you will
give the student a grade on
the assignment, i.e., how
well they met the criteria for
the assignment.
2. Next, you will make an
evaluation of how well their
work matches the rubric for
the Program Learning
Outcome(s) attached to the
assignment.
• These are two separate
evaluations of the student’s
performance.
• Note that one evaluation does
not affect the other because
you are evaluating different
items:
– one is related to the course
learning outcomes;
– the other is related to
Program Learning Outcome
mastery.
TWO TYPES OF EVALUATIONS

12. • You and your
students will see the
Outcomes rubric on
the assignment page
at the bottom.
• All Outcomes rubrics
for that assignment
will be listed with
each performance
level behavioral
descriptor.
• Open SpeedGrader
to make your ratings.
OUTCOMES IN CANVAS

13. • In SpeedGrader, after
reviewing and grading the
assignment (first
evaluation), click on
“View Rubric” to
complete the Outcomes
ratings.
• This is the second
evaluation you will make
for this assignment.
OUTCOMES IN CANVAS

14. • In the Rubric, move your
mouse over the 4 performance
levels to review the behavioral
descriptors.
• Choose the rating that
matches with the student’s
performance on that
assignment.
• Click the box to make the
rating.
• Click “Save” to save your
ratings and close the Rubric.
OUTCOMES IN CANVAS

15. • Each Outcomes assignment is not
attached to a student’s grade.
There are no points associated
with Outcomes. No score will be
visible in SpeedGrader.
• What you will see after saving the
Rubric is only the behavioral
descriptor for the performance
level you selected.
• (Ex) If you chose “2” for a student,
then you will see the behavioral
descriptor for the performance
level “2” after you close out of the
Rubric.
OUTCOMES IN CANVAS

16. • This is what students will
see in Grades when they
click on the Rubric icon
for an Outcomes
assignment. Outcomes are
indicated with the yellow
“arrow” next to the criterion
label.
• Note that these
assessments do not
contribute to their grade
for that assignment (note
the “--” indicated under
“Pts.”).
OUTCOMES IN CANVAS

17. • Add an announcement about Outcomes for your students.
• Discuss Outcomes at a Q&A session/conference call with your
students.
• When making Outcomes ratings, if possible, provide feedback to the
student if you have suggestions on how they can improve their skill
in a specific area measured by the PLOs.
• What do you do if a student has a question about Outcomes?
– Refer to the FAQ document posted in each of your courses.
– Refer any question you cannot answer to me or your Department
Chair.
ADDRESSING STUDENT CONCERNS

18. • What are Outcomes?
http://guides.instructure.com/s/2204/m/4152/l/67950-what-are-outcomes
• How do I grade student work with Rubrics (Outcomes) [make sure
Outcome is not used for grading]?
http://guides.instructure.com/s/2204/m/4152/l/39726-how-do-i-grade-
student-work-with-rubrics
• How do I open a Rubric (Outcomes) in SpeedGrader?
http://guides.instructure.com/s/2204/m/4152/l/55022-how-do-i-open-a-
rubric-in-speedgrader
• How do I view Rubrics (Outcomes) results for an assignment?
http://guides.instructure.com/s/2204/m/4212/l/67891-how-do-i-view-rubric-
results-for-my-assignment
RESOURCES