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Undergraduate Learning Outcome Assessment

Undergraduate Learning Outcome Assessment. Refinement of Practice. Connecting Learning Outcomes. Program Learning Outcomes Demonstrable statements of what students know, are or can do when they complete a program. At least one program outcome should align to an undergraduate outcome.

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Undergraduate Learning Outcome Assessment

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  1. Undergraduate Learning Outcome Assessment Refinement of Practice

  2. Connecting Learning Outcomes Program Learning Outcomes • Demonstrable statements of what students know, are or can do when they complete a program At least one program outcome should align to an undergraduate outcome Course goals align to PLOs or ULOs (or both) General Education course goals align to GELOs and the associated ULOs Undergraduate Learning Outcomes • Describe our big picture goals for undergraduate learning at WOU Course goals: Assessing these is an effective way to gather information on outcomes including General Education Learning Outcomes • At least one of these program outcomes to each of the Undergraduate Learning Outcomes

  3. Current practice • Program assessment emphasizes program learning outcomes • Primarily emphasizing capstone, portfolio or exit/professional exam results • No formative assessment through courses in the program • Low to moderate linkage to ULOs • General Education relies on campus-wide interdisciplinary professional learning communities (PLCs) • Course assignments and typical student work • Some attempt at campus wide “snapshot” of all courses campus wide • Highly discipline specific upper division courses can challenge PLC review

  4. Continuous Improvement • Focus on single ULO each year • Predictable data collection • Reduced workload • Cohesive opportunities for campus conversations, professional development • PLC can still be organized around General Education assessment • Begin with Quantitative Literacy • Repeating cycle • General Education assessment focused First Year Seminars align to GELO 1: Intellectual Foundations in First Year Seminars • Full day for assessment activities during contract. • Time for programs to discuss and plan assessment • Integrated campus-wide opportunities

  5. Continuous Improvement • Embed Undergraduate Learning Outcomes into program assessment • Programs identify courses aligned to focal outcome • Assessment prompts in Tk20 to frame planning and reporting for focal outcome • General Education still uses PLC framework to support assessment • Will provide a program plan and report in Tk20 • General Education courses will still identify signature assignments and collect typical student work • General Education PLCs form around GELOs that align to campus-wide ULO of focus.

  6. Why bring Undergraduate Learning Outcomes into Program assessment? • Assessment at the program level should utilize the content expertise of the faculty in that program • Assessment of the full suite of courses will facilitate program conversations around continuous effectiveness relative to the undergraduate learning outcomes • Professional Learning Communities can emphasize their focus on the campus wide program of General Education

  7. Investing in Assessment • Move toward a dedicated, experienced assessment specialist to coordinate campus-wide practice and guide professional development • Support of professional development for all faculty and staff to plan for and review assessment practice on an annual basis • Faculty Development or similar mechanism to support innovative practice in program assessment

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