Falcone, Andrea

McCartin, Lyda F.

English

University of Northern Colorado

University of Northern ColoradoScholarship & Creative Works @ Digital UNCUniversity Libraries Faculty Publications University Libraries3-22-2016Communicating Value through Student LearningAssessmentLyda F. McCartinlyda.mccartin@unco.eduAndrea FalconeFollow this and additional works at: https://digscholarship.unco.edu/libfacpubThis Presentation is brought to you for free and open access by the University Libraries at Scholarship & Creative Works @ Digital UNC. It has beenaccepted for inclusion in University Libraries Faculty Publications by an authorized administrator of Scholarship & Creative Works @ Digital UNC.For more information, please contact Jane.Monson@unco.edu.Recommended CitationMcCartin, Lyda F. and Falcone, Andrea, "Communicating Value through Student Learning Assessment" (2016). University LibrariesFaculty Publications. 36.https://digscholarship.unco.edu/libfacpub/36Communicating Value through Student Learning AssessmentAndrea Falcone Lyda EllisHead of Education & Outreach Services Head of Instructional ServicesAuraria Library James A. Michener LibraryUniversity of Colorado Denver University of Northern ColoradoLILAC 2016The Assessment CycleDefine Student Learning Outcomes (SLOs)Identify, Develop, & Implement Assessment ActivityCollect & Analyze DataCommunicate to StakeholdersUse Results for ImprovementStudent Learning OutcomesWhat do I want my students to be able to dowhen they leave my classroom?What knowledge do students need to possess when they leave my classroom?Guiding Principles for Writing SLOs• Observable & Measurable• Use Action Verbs• Directly Related to the Session in Real Time• Single Statement• Short & ConciseActivity 1: Identifying Effective SLOs1. Read the sample SLO.2. Using the guiding principles, critique the SLO.3. Does the SLO align with all of the principles?Packet, Page 4SLO ChecklistAt the end of the session students will be able to include and properly cite peer-reviewed articles in their final research paper.• Observable & Measurable• Use Action Verbs• Directly Related to the Session in Real Time• Single Statement• Short & ConciseSLO ChecklistAt the end of the session students will be able to critique a peer-reviewed research study.Observable & MeasurableUse Action VerbsDirectly Related to the Session in Real TimeSingle StatementShort & ConciseDefine Student Learning Outcomes (SLOs)Identify, Develop, & Implement Assessment ActivityCollect & Analyze DataCommunicate to StakeholdersUse Results for ImprovementCommon Classroom Assessment Techniques• One Sentence Summary• Defining Features Matrix• Directed Paraphrasing• Pro/Con Grid1. Read the sample CATs.2. Determine strengths and weaknesses of each CAT for assessing the SLO.Activity 2: Assessment Strengths & WeaknessesPacket, Page 5Sample CAT Strengths WeaknessesOne Sentence Summary: Students will summarize the differences between popular and scholarly sources in one sentence.• Provides good information about whether or not students can differentiate between the two types of sources.  • Gets to student thoughts• Obvious if students do not know• Will take a long time to analyze since open answerDefining Features Matrix:Students will fill out a matrix with characteristics of popular and scholarly sources by determining which characteristics match each type of source.• Quick way to assess knowledge• Students may guess (correctly)Measuring Success: What is a Benchmark?The percentage of students who must successfully achieve the SLO to conclude that the SLO has been met.Types of BenchmarksStandards BenchmarkAt least 75% of students will be able to differentiate between popular and scholarly sources.Quality BenchmarkAt least 75% of students will earn an 80% on the one sentence summary.Future or Goal BenchmarkBy spring 2017, 85% of students will be able to differentiate between popular and scholarly sources.Define Student Learning Outcomes (SLOs)Identify, Develop, & Implement Assessment ActivityCollect & Analyze DataCommunicate to StakeholdersUse Results for ImprovementData Analysis1. Look at the examples of assessment data.2. What meaning do you make from the data?3. What action would you take in your teaching?Activity 3: Exploring the DataPacket, Page 6Define Student Learning Outcomes (SLOs)Identify, Develop, & Implement Assessment ActivityCollect & Analyze DataCommunicate to StakeholdersUse Results for ImprovementCommunicating with Stakeholders Who are our Stakeholders? How and when are data results shared? What changes need to be made (recommended actions)?Sample ReportA total of 21 Comp II sessions were taught to approximately 525 students during spring 2013.  During these sessions students worked in groups of 2-4, and a total of 291 completed worksheet packets were collected and analyzed.  Students exceeded the benchmark of 75% for SLO 3 and SLO 4.  More specifically, 98% of students were able to discuss the importance of using a bibliography during the research process (SLO 3), and 95% of students were able to use Prospector (SLO 4).  The positive results continue to support a hands-on approach for teaching undergraduate students information literacy skills. As predicted, students can be asked to build on the basic content discussed, master using more difficult research tools, and apply advanced research strategies.  Packet, Page 7Define Student Learning Outcomes (SLOs)Identify, Develop, & Implement Assessment ActivityCollect & Analyze DataCommunicate to StakeholdersUse Results for ImprovementPacket, Page 8Andrea FalconeAndrea.falcone@ucdenver.eduLyda EllisLyda.ellis@unco.edu

Communicating Value through Student Learning Assessment

https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1048&amp;context=libfacpub

Communicating Value through Student Learning Assessment

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