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O =4@8An Outcomes-based Assessment Model for General Education99$8Amy Driscoll WASC EDUCATIONAL SEMINAR February 1, 20089$+X DefinitionsAssessment is the process of gathering information/data on student learning. General education generally describes basic or foundational knowledge/skills and attitudes that all undergraduates are required to have for graduation. R Possibilities:Purpose/Definitionb The purpose of assessment is to improve learning (Angelo, 2000)  Assessment is a dynamic pedagogy that extends, expands, enhances, and strengthens learning (Driscoll, 2001)=Thinking about AssessmentDoes assessment flow from the institution s mission and reflect the educational values? Does assessment address questions that people really care about? Does assessment help faculty fulfill their responsibilities to students, to the public? Does assessment of general education describe students readiness for other curriculum?KZK>2Aligning Mission with Goals for General Education:.3'( (Our central mission is to develop life-long learning skills, impart society s cultural heritage, and educate and prepare for both the professions and advanced study. Goals: life-long learning skills cultural heritagez""G"J?Aligning Institutional Values With Goals for General Education:@>(mESU has a commitment to academic and personal integrity. GOALS: Academic Integrity Personal Integrity(;3;3S>Aligning Institutional Vision with Goals of General Education ?=( to enhance recognition of the value of higher education  & to enhance the intellectual, social, cultural, and economic qualities of urban life Goals: Valuing Higher Education Urban Citizenship :I6Assessment Protocols for Learning-centered Assessment7!  !Goals[Broad descriptions Categories of learning outcomes End toward which efforts are directed zK K& " dZHExamples of GoalsCritical Thinking Citizenship in a Democracy (Grad. School of Education) Team work and Collaboration (School of Community Health EthicsjZZ8ZZ8ZZZJStudent Learning Outcomes6Refer to Results in Terms of Specific Student Learning, Development, and Performance (Braskamp and Braskamp, 1997) Answer the Question   What Do We Expect of Our Students? (CSU Report 1989) Describe Actual Skills, Understandings, Behaviors, Attitudes, Values Expected of StudentsRZU;ZQ Examples of Outcomes Math: Use arithmetical, algebraic, geometric and statistical methods to solve problems. Ethics: Identify and analyze real world ethical problems or dilemmas and identify those affected by the dilemma. Culture and Equity: Analyze and describe the concepts of power relations, equity, and social justice and find examples of each concept in the U.S. society and other societies. Team work: Listens to, acknowledges, and builds on the ideas of others.ZRi ?NEvidence  Student Work that Demonstrates Achievement of Outcomes (Assignments, Projects, Presentations, Papers, Responses to Questions, Etc.) Designed for appropriate level of learning expectations (outcomes) Opportunity for Different Ways of Demonstrating LearningR Examples of Evidence Teamwork Role play or case study Project or problem solving assignment Math Mathematical and statistical projects and papers Ethics A written account A multi-media presentation or display board An audio tape 2ZZ1Z ZLZZ$$$% $1 $M    OCriteria  Qualities Desired in Student Work (Evidence) Represent Powerful Professional Judgment of Faculty Guide Student Learning Efforts Promote Lifelong Learning Support Faculty in Making Objective Evaluations-Z2!ZZ2Z2Z20ZS Examples of Criteria Math Accuracy Complexity Clarity and Coherence Ethics Complexity (broad, multifaceted, interconnected) Conscious Awareness Culture and Equity Range of Cultures Reflectivity and Integration Teamwork Respect Flexibility  Z*ZZEZZ/Z ZiZZZ *E/ P  Standards  Describe Different Levels of Criteria Describe Specific Indications of Criteria Promote Understanding of Criteria Support Faculty in Making Objective EvaluationsV&*"0T Examples of StandardsMath (Accuracy) Satisfactory: Contains few errors and those errors do not significantly undermine the quality of the work. Considers and uses data, models, tools or processes that reasonably and effectively address issues or problems. Unsatisfactory: One or more errors that significantly undermine the quality of the work. Uses data, models, tools or processes in inappropriate or ineffective ways. Ethics (Complexity) Standard for Excellent: Consistently views sophisticated and significant dilemmas and issues with a broad focus and from multiple perspectives. Standard for Satisfactory: Usually views sophisticated and significant dilemmas and issues with a broad focus, but may sometimes use a more narrow focus and may use fewer perspectives. Standard for Unsatisfactory: Mainly views issues and dilemmas in simple terms and usually does so with a limited focus and minimal perspectives. ZIZZLZ_ZZZ >_~u%Assessment Protocols  "Assessment SampleEducational Goal -Personal integrity Outcomes -Students articulate an individual code of ethics and apply it to personal decisions of integrity -Student describe and assume personal responsibility in collaborative endeavors, and respect and support the responsibilities of others   KPersonal Integrity Evidence -Written code with discussion of two different life decisions based on the code -Multimedia presentation -Letter of application for professional position -Dramatization of ethical issues Criteria -Reflection -Multiple perspectives h  '  '>#Personal Integrity\Standards -Excellence in Reflection: Consistently raises questions, checks assumptions, connects with previous experiences, acknowledges biases and values and engages in self-assessment -Excellence in Multiple Perspectives: Examines thinking and experiences of others, considers those affected by decisions, and considers diverse courses of action B\ $Q$ IDAssessing Student Learning: Course, Program and Institutional LevelsEE$ P?Step 3: Aligning Curriculum and Pedagogy with Learning OutcomesO Outcomes and Criteria as Planning Focus Faculty Alignment Grids Learner Grids PPQ' Step 4: Making Learning Outcomes ---U Public and Visible Relevant and Meaningful Motivating and Supportive of Learning @n&xV/Step 5: Collect Evidence of Student AchievementQCollect representative samples (3 Exemplary, 3 Satisfactory, 3 Unsatisfactory) 2R #Step 5: Review and Analyze EvidenceRead holistically to determine whether outcomes are achieved (reliability). Several readings to identify examples of criteria (validity). Final reading for insights about pedagogy, class structure and environment, and learning supports.u+Step 6: Process Results: Improving Learning ,+ Documentation of student achievement of outcomes Identification of curricular gaps/foci and pedagogical weaknesses/strengths Clarification of outcomes, criteria & standards Redesign of evidence Y)Expanding Assessment of General Education9Graduate exit surveys Alumnae surveys Employer surveys WSUMMARYv Outcomes-based assessment for general education can provide a foundation for integrating institutional goals in the major programs of study. The assessment protocols provide a foundation for students to become successful learners. 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