0714 sa assess workbook sample

OUTCOMES-BASED ASSESSMENT FOR CAREER SERVICES AND ACADEMIC ADVISING CONFERENCE WORKBOOK

SAN DIEGO, CA JULY 21 - 23, 2014

TABLE OF CONTENTS General Form of the Model

3

“Know and Do” Exercise

4

The Model – Student Learning Objectives

7

The Matrix

8

Example Matrix The Matrix Revisited

9 10

The Model – Student Learning Outcomes

11

The Learning Outcome Formula

12

Scales, Ratings, and Rubrics

13

Scales, Ratings, and Rubrics – Activity

14

Educator Interventions

15

Writing Reports

16

Your Timeline – About Two Hours a Month

18

Implementing the Models

19

2

GENERAL FORM OF THE MODEL

Purpose/Target: What we want to accomplish – e.g., goals, objec7ves, outcomes.

Needs Assessment: Ini7al data used to plan our work – e.g., needs analyses, environmental scanning.

Student Interven6on: The work that we do to teach students – e.g., programs, workshops, counseling sessions.

Collect and Interpret Data: Gathering data from the student learning interven7on for use in the cycle – e.g., surveys, focus groups, observa7ons, gradua7on rates.

Summa6ve Assessment: For our purposes, this is not summa7ve in the classic sense, but in terms of the process – e.g., year-­‐end reports, published data.

Educator Interven6on: Efforts to close the assessment loop that target educators – e.g., professional development workshops, conferences.

3

Title:

“Know and Do” Exercise

Subject:

Developing Student Learning Objectives

Audience:

Student Affairs Professionals

Learning Outcomes:

1. Participants will develop a set of 3-6 cognitive/behavior learning objectives for a student affairs program or department.

2. Participants will write the learning objectives in a manner that is clear and measurable.

3. Participants will develop learning objectives that are consistent with the department’s/institution’s mission and that integrate student learning/development theory.

Assessment Strategy: • Upon completion, participants (or members of an assessment team) will evaluate the learning objectives in light of the following rubric.

Assessment Rubric: Outcome 1

Poor The group failed to synthesize brainstormed ideas into fewer than seven cohesive learning objectives.

OR The content of the brainstormed ideas lacked sufficient depth to be organized into at least three distinct learning objectives.

4

Basic The group developed 3-6 distinct learning objectives, but failed to present them in a manner that, at its face, is measurable.

OR The group failed to distinguish between cognitive/ behavioral and affective objectives.

Competent The group developed 3-6 clear and measurable learning objectives.

Each of the learning objectives was cognitive/ beahavioral in nature.

The group did not clearly develop connections between their learning objectives and the mission of the institution/ department and/or with student development/ learning theory.

Accomplished The group developed 3-6 learning objectives that were clear, measurable, and cognitive/ behavioral in nature. The group further drew clear connections between their learning objectives and the content of the department’s and/or institution’s mission statement as well as to relevant student learning/ development theories.