University:
Boston University
Course:
CAS PS 101 | General Psychology
Academic year:

2022
Views:

199

Pages:

19
Author:

Damon Pennington

Evidence for Program Learning Outcomes A rhetorical approach to assessing student learning Learning Outcomes for Today Participants will be able to  Identify evidence appropriate to at least one of their learning goals  List at least two ways evidence could be obtained for a learning goal  Identify next steps for planning assessment activities Source: “How to Construct a Simple, Sensible, Useful Departmental Assessment Process.” BARBARA E. WOOLVARD: “…WE NEED A [MORE] FINE-GRAINED ANALYSIS THAT IDENTIFIES STRENGTHS AND WEAKNESSES, THE PATTERNS OF GROWTH, OR THE EMERGING QUALITIES WE WISH TO NURTURE.” ASSESSING OUTCOMES TELLS US WHAT TO WORK ON (emphasis added). A Framework for Thinking About Learning Outcomes Assessment Claim or hypothesis Learning Outcome Evidence, reasons Direct and indirect evidence, artifacts Warrant Means of assessing evidence and artifacts, linking directly to learning outcome. Like an effective claim, an effective learning outcome is specific, measurable, and debatable, i.e., the outcome is not trivial or guaranteed. Structure of an Outcome Statement Who/what (intended target) “History majors” “Graduate students” “Graduates” Change/desir ed effect “Improve” “List” “Apply” “Evaluate” “Demonstrate” “Generate” “Analyze” “Proficiency” In What/expect ed results By/when “at the completion “grammatically of their correct prose” comprehensive “ability to exam” articulate a “by their thesis and senior year” defend it orally” “original scholarship” By What Means/assess ment instrument “as demonstrated by completion of a dissertation” “through student leadership portfolios and exit interviews.” Does your outcome statement sound like this? “We develop graduates who understand Financial Theory, including time value of money, risk preferences, market completeness, the principles of asset pricing, Arrow-Debreu securities and risk-neutral asset valuation.” “We will create student leaders who are engaged in their community.” “Gain an understanding, through both the internship placement and course, of the host country’s work culture and of the specific professional context of the organization and its mission, challenges and constraints.” “Develop the competencies in the core functional areas of hospitality management.” “Develop the ability to communicate both [in writing and orally] within their chosen field of expertise, with specialists and nonexperts.” How could we modify these statements to be more explicit and specific outcomes? Types Aligning with Outcomes EVIDENCE Types of Evidence for Program Learning Outcomes  Direct (factual, direct observation) ◦ ◦ ◦ ◦ ◦  Papers, theses, dissertations Portfolios Exam grades and other course-level assessment Participation Artistic performances Indirect (reported or derived information) ◦ ◦ ◦ ◦ ◦ Surveys and focus groups Placement and other post-graduation outcomes Course evaluations Completion rates Licensure and related external exams Types of Evidence for Program Learning Outcomes Summative assessments – dissertations & theses, capstone projects, licensure exams Discrete assessments – embedded within program; accumulate along path towards degree Quantitative assessments – surveys, multiple choice exams, license exams Qualitative assessments – focus groups, portfolios, performances Structure of an outcomes statement Who/what (intended target) “History majors” “Graduate students” “Graduates” Change/desir ed effect “Improve” “List” “Apply” “Evaluate” “Demonstrate” “Generate” “Analyze” “Proficiency” In What/expect ed results By/when “at the completion “grammatically of their correct prose” comprehensive “ability to exam” articulate a “by their thesis and senior year” defend it orally” “original scholarship” By What Means/assess ment instrument “as demonstrated by completion of a dissertation” “through student leadership portfolios and exit interviews.” offers clues to selecting evidence Change/desired effect: Growth or Improvement: Survey before/after? Reflective essay? Evaluate each year?  Proficiency or Application: Licensure? Discrete observation? Survey of employers?  Demonstrate or communicate: Work product  In what/desired outcome: Grammatically correct prose: papers, articles, theses  Competency in fundamental areas of chemistry: exams, licensure, placement, employer satisfaction  By when: Program completion: dissertation, placement rate, licensure, senior survey  Completion of course sequence: portfolio of selected works  Evidence, Reasons, Grounds Greater number of peerreviewed papers whose conclusions favor human forcing. Claim Warrant Scientists agree that global climate change since 1900 is due to human forcing. Direct and Indirect Evidence Program Learning Outcome Portfolio of student essays collected throughout student’s career. Compose lucid, well-researched, and well-argued critical essays about literary texts. Assessment of Evidence Direct and Indirect Evidence Problems and projects embedded within courses. Survey of employers that hire graduates into research, development, and technical jobs. Capstone project. Program Learning Outcome Assessment of Evidence Demonstrate the ability to solve real world marketing problems from strategic, creative, and technological perspectives. Direct and Indirect Evidence Placement rates. Employer survey. Program Learning Outcome Assessment of Evidence Acquire the skills needed to be competitive in the high-tech job market. Direct and Indirect Evidence Direct observation of teaching. Course evaluations and evidence of student learning. Program Learning Outcome Assessment of Evidence Demonstrate ability to communicate and teach complex works and literary concepts effectively at the college and university level. Outcome Type(s) of evidence that best demonstrate achievement Students will demonstrate professional skills needed for competent and ethical participation as a member of the legal profession. Generate an original body of work in the biomedical sciences that reflects critical thinking and independent thought. Demonstrate the ability to partner with and advocate for the Deaf World Ability to design a system, circuit, device, software, or process to meet a set of needs or specifications. Demonstrate the communication, interpersonal, team building, and leadership skills required to manage a diverse and global workforce. Growth in personal faith, emotional maturity, moral integrity, and public witness Exercise: Aligning evidence with outcomes Evidence Outcome Survey of graduating seniors. Survey of employers. Portfolio of student work. Capstone project. Public presentations. Problem sets. Observations of teaching. Theses and dissertations. Licensure exams. Placement rates. Final exams or papers. Exercise: Aligning evidence with outcomes

Evidence for Program Learning Outcomes

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