Assessment Plans Council of Deans, March 22, 2007
Student learning outcomes that do not reflect student learning The goal is to offer a curriculum that meets the (insert discipline)’s competencies. The goal is to provide a curriculum that will result in students doing well in licensure, professional, or certification exams. By the end of four years, students will have completed their course work and requirements for graduation.
Learning outcomes that do reflect student learning Students will demonstrate an understanding of key facts, concepts, core principles, and/or theories of the discipline. Students will be able to apply specific aspects of the curriculum to a set of common questions in the discipline.
Student Learning Outcomes Other Common Pitfalls: • Learning outcomes are general, not specific to discipline or program. • Learning outcomes do not lend themselves to measurement.
Methods and Standards of Assessment Course grades are used with no external validation: Method: Learning outcome will be assessed with individual course grades. Standard: Average course grades of > 70%
Assessment Methods - dos Method: A random sample of 15 papers from the capstone course will be reviewed annually by a committee of three faculty, using a common scoring rubric Standard: 80% of students demonstrate competency.
Methods and Standards of Assessment Other common pitfalls: • Not specific (e.g. who, when, how, etc.) • Don’t relate to learning outcomes • Little or no direct evidence of student learning
Moving forward • Feedback to deans and campus presidents • Update Website to include Pitt examples and more FAQs • CIDDE providing workshops