Program Level Student Learning Outcomes and Assessment Plans

Transcription

1 Program Level Student Learning Outcomes and Assessment Plans Learning outcomes indicate what the learner will be able to do as a result of an activity, course, program or degree. Assessment is how we know it. Fall 2014

2 Table of Contents Student Learning Outcomes and Assessment... 3 Key Terms... 3 Creating Student Learning Outcomes... 4 Sample Eastern Florida Program Level Student Learning Outcomes... 4 Organizational Management BAS... 4 Digital Television & Media Production AS... 4 Aerospace Technology AS... 4 Resources and Support for Developing Student Outcomes... 5 Resources... 5 Support... 5 Assessment Methods... 5 Assessment Techniques... 5 What about final course grades?... 5 What about student success in the job market or graduate/professional school?... 5 Career & Technical Program Assessment Plans... 6

3 Student Learning Outcomes and Assessment Learning outcomes indicate what the learner will be able to do as a result of an activity, course, program or degree. Assessment is how we know it. Why do we do it? To help our students succeed. The process allows instructors to determine to what extent their instruction is working in the classroom. To provide evidence of quality and improvement to all internal and external stakeholders To be in compliance with SACS comprehensive standard regarding educational programs whereby the institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results. Key Terms Core Abilities - Global or general skills that are addressed throughout the academic experiences in all EFSC degree programs, whether that program is the general education A.A. Degree or any of the Career and Technical Programs Degrees. Program Level Student Learning Outcomes (BAS, AS, ATC, CCC, PSAV, ATD Level) discipline specific knowledge, skills, and abilities that students must master by the end of a program. Competencies ( Level) Major skills, knowledge, or attitudes that are measurable and observable; field or discipline specific outcomes addressed at the course level. Objectives ( Level) Skills, knowledge, or attitudes that are measurable and observable and lead to the mastery of a competency. AA Program Career & Technical Programs Core Abilities Competencies Objectives Program Level Student Learning Outcomes Competencies Objectives

4 Creating Student Learning Outcomes Program level student learning outcomes go beyond and across courses and serve as performance targets for direct measures of learning for a field specific major, degree, or program. Eastern Florida has adopted a performance-based model for creating course competencies and the same approach can easily apply to student learning outcomes. Outcomes are vetted by the discipline and taken through the Curriculum Development Committee (CDC) as part of the new program approval process. Well written outcomes should: Begin with an action verb (for cognitive domain verbs only, this does not apply to psychomotor and affective domain verbs) (See Appendix). Describe for learners the broad occupational or field-specific skills, attitudes, and abilities they must master in order to successfully complete a program major or discipline thread. Describe outcomes that are addressed throughout the program and across courses. Pertain to all of the learning experiences (e.g. courses, laboratories, clinical experiences, independent research, capstone projects, and internships/externships) that make up a program, major or discipline thread. Encourage learners to integrate related competencies and perform at higher, more complex levels and should be written at the application level or above according to Bloom s Taxonomy (Appendix). (adopted from WIDS Program Design) Sample Eastern Florida Program Level Student Learning Outcomes Organizational Management BAS 1. Demonstrate the techniques leaders use to motive and evaluate individual and teams. 2. Apply ethical practices in a business environment. 3. Demonstrate budgeting, computational and accounting techniques as it relates to management decision making. 4. Apply management and leadership theories and practice in program and resource management. 5. Analyze strategies and frameworks used by leaders to initiate change in organizations. 6. Demonstrate written and oral presentation skills expected of an organizational manager. 7. Apply operational decision-making to develop a business improvement plan. Digital Television & Media Production AS 1. Articulate the past, present, and future of electronic media 2. Demonstrate effective writing techniques for broadcast and web-based media 3. Develop narrative skills by applying Classic, Mythic, and Modernist analysis to Cinema studies 4. Create and manipulate digital imagery using professional photo editing software 5. Demonstrate fundamental professional skills in digital video camera work and non-linear editing 6. Develop media-rich, interactive websites using industry standard software and programming languages Aerospace Technology AS 1. Demonstrate mechanical skills by applying blueprint reading, geometric dimensioning, tolerancing and English and metric measuring systems 2. Demonstrate the characteristics of spacecraft repair using high pressure hydraulic and pneumatic systems 3. Demonstrate the ability to fabricate component parts to specifications 4. Fabricate project specific to aerospace using technical reports and troubleshooting problems with implementation of appropriate corrective action.

5 Resources and Support for Developing Student Outcomes Resources EFSC Plans FL DOE State Curriculum Frameworks Program Accreditation Standards (if applicable) State Numbering System Website Support Center for Teaching Excellence Academic Technology Barbara Kennedy, Dean, 5326 Cherylan Bacheller, Instructional Designer, 7506 Planning and Assessment Kimberly Greene, Assessment Coordinator, 7727 Assessment Methods Assessment Techniques Assessment tools are generally in one of two categories direct and indirect measures. A direct measure is based on examination or observation of student behaviors, performances, or work products in which student mastery is evaluated using measurable criteria linked directly to a learning outcome. On the other hand, an indirect measure is based on perceptions, opinions, or reflections of learning, rather than direct demonstration of mastery. There is room for both methods though, with indirect measures being useful in supporting direct measures. Direct Measures Portfolio/Artifacts Term paper Oral presentation Performance piece (e.g., musical recital) Case analysis Class project (individual or group) Poster presentation Essay test question Multiple-choice test question Standardized test within a course (national/state) Clinical evaluation Internship Evaluation Capstone course projects Indirect Measures Enrollment numbers Certification exams Retention rates Survey of current students Survey of faculty members Survey of internship supervisors Survey of graduates Survey of employers Survey of transfer institutions What about final grades and job placement? What about final course grades? grades do not clearly measure the mastery of a specific outcome because final grade calculations include scores for all competencies and outcomes. grades also differ vastly between courses and instructors (grading scales, participation, attendance, extra credit, etc.) and therefore, are not a good measure of outcome achievement. What about student success in the job market or graduate/professional school? Like course grades, success in being admitted to further education or in getting a job is a holistic measure of a number of skills, and does not provide robust evidence of the achievement of any single learning outcome.

6 Career & Technical Program Assessment Plans The Career and Technical Program Assessment Plans include: Part A) Student Learning Outcomes; B) Student Learning Outcomes Targeted for improvement and C) Program Narrative. The actual reporting of assessment results is done in the electronic Program Assessment Submittal System (PASS). Part A, Student Learning Outcomes, is further delineated into the following areas: Learning Outcome How Measured In Classroom Measured (select one course) Performance Standard or Benchmark Number of students Measured Number of Students Meeting Standard Is this Outcome Targeted for Improvement? Part B, Student Learning Outcomes Targeted for Improvement, is further delineated as follows: Learning Outcomes Targeted for Improvement Measured Improvement Target (Gap between standard & number of students who met it) Improvement Strategy and when developed Date of Implementation Date of Reassessment Results Standard Achieved? Part C, Program Narrative calls for a description of the following: Program History Development of Student Learning Outcomes Development of Student Learning Outcome Assessment Methods Outcome Measures Targeted for Improvement Process for Determining the Development of an Improvement Plan Implementation of Improvement Plan Curriculum and Program Revisions Program Effectiveness Data Analysis Supporting Documentation