Program Assessment:
Student Learning Outcomes
DALE PIETRZAK, DIRECTOR OF INSTITUTIONAL RESEARCH AND ASSESSMENT
SARA MAHURON, ACCREDITATION AND ASSESSMENT ANALYST
Student Learning
Outcomes Assessment
“ARE WE MAKING A DIFFERENCE?”
Historical View
• At the inception of the program assessment movement the role of “program
evaluation” and “student learning” were not clearly differentiated.
• Over time Student Learning Outcomes (Called Program Assessment at UI) separated
into a distinct track.
• Focuses on student learning in program specific areas. It is Student Work Product based.
• The “program evaluation” process. separated into what is called EPR and Program
Prioritization at UI.
• External Program Review (EPR) -- holistic in focus
• Program Prioritization – linked to the strategic plan
EPR vs. SLOs
EXTERNAL REVIEW PROCESS
(EPR)
• “informs future planning and further(s)
the relationship between the
University’s mission and goals and
education programs”
• “Aimed at building quality, delivering
cost-effective programs, responding to
needs and constraints, and thereby
enhancing an institution’s fulfillment of
its mission.”
STUDENT LEARNING
OUTCOMES (SLO) ASSESSMENT
• “assesses student learning in general
education and in the academic
majors.”
• “ensures that we continually
improve the teaching and learning
process and the programs that
support that process.”
Accountability Demands: Focus here is on SLO
Assessment
• Yes, State Board of Education (SBOE) and the Northwest Association of Schools and
Colleges (NWCCU) require it
• Assessment will be a focus on our mid-cycle review in Spring 2018 – particularly
using the results to improve instruction (documented)
• Nationwide movement -- Increasing percentage of institutions assess student
learning outcomes beyond grades
• Not going away any time soon
Support for Greater Focus on SLO Assessment
• Deficiencies in student learning outcomes assessment is the biggest shortfall in
regional accreditor evaluations of institutions
• The number of institutions receiving less than 7 years reaccreditation is
increasing due to assessment-related shortfalls
• Reporting requirements are expected to increase
“If [SLO] assessment is only a reporting tool, it is a failure!”
~ Trudy Banta & Catherine Palomba,
Assessment Essentials, p. 11
“The overriding purpose of outcomes assessment is to understand how
educational programs are working and to determine whether they are contributing
to student growth and development.”
~ Trudy Banta & Catherine Palomba,
Assessment Essentials, p.9-10
Assessment for Improvement
• More than a collection of data – must be purposeful collection
• Focus is on student learning
• Intentional teaching
• Ensures collaborative and comprehensive curriculum across faculty that is void
of unintentional gaps – holistic look at program
• Requires dialogue among faculty and a shared vision
• Assessment information must be used to improve learning!
Benefits Faculty & Administrators Too
• Fosters academic introspection and personal growth as educators and
administrators
• Tells your story
• Informs planning
• Documents needs
• Assists with grant writing
• Improves academic program and its standing
Expectations
• Faculty are the best to carry out assessment in their discipline
• Assessment results are used solely to assess the program, not the faculty
• Approach should be manageable and simple; should not interfere with the
delivery of the education it is supposed to be improving
• Collaboration and inclusion should be stressed during assessment initiatives
• Faculty and staff are expected to use the results!
SLO Assessment Process at University of Idaho
Process is Annual!
1.
September 15: Post findings and actions (areas for improvement) from past
year’s assessment
2.
October 1: Update/Create learning outcomes, tools and benchmarks for the
current year
3.
May: Complete assessment measures
4.
Summer: Data Analysis, Reflection and Discussion
Closing the Loop
• The mid-cycle review will focus on how we are using the data to improve
teaching
• August/September: Time to close the loop!
Student Learning Outcomes
• Programs should have 5 that are
aligned with and support the
University Learning Outcomes:
• Learn and Integrate
• Think and Create
• Communicate
• Clarify Purpose and Perspective
• Practice Citizenship
Should also align with standards in
your field and be specific to what a
graduate in the program needs to be
competitive
Use action verbs that are appropriate for the level
Measuring Student Learning Outcomes (SLO)
DIRECT MEASURES
INDIRECT MEASURES
• Students’ work – can embed in course
as an essay, presentation, project and
use a rubric that assesses the SLO
• GPA, student surveys, interviews
• Pre- and post-tests
• Standardized tests
• Must be included for assessment to
be credible
• Opportunity for faculty to hear from
their students
Assessment Template
https://www.uidaho.edu/provost/ira
Located on Institutional Research and Assessment
Website
Expand “Assessment” and Choose “Posting
Assessment Plan”
Assessment Template in VandalWeb
Log into VandalWeb
Resources
• IRA website
• Sara Mahuron, 885-5962, [email protected] (here to assist with program
assessment and EPR)
• Upcoming workshops on assessment
• August 24 – similar presentation, feel free to bring other folks in your department
who will be working on assessment
• TBA – workshops on topics such as writing SLOs, rubrics, documenting assessment
activities, etc.
Questions?
References
• Banta, T.W. & Palomba, C.A. (2014). Assessment essentials: Planning,
implementing, and improving assessment in higher education. San
Francisco: Jossey-Bass Pfeiffer.