Planning and Assessment of Student Learning in College Health and Its Connection to the Success and Retention of Students Eastern Michigan University Ellen Gold, Assistant Vice President
Student Well Being Learning Outcomes Participants will be able to create at least two measurable learning operations/service outcomes for their departments and/or functional area. Participants will be able to define and match the correct type of assessment methods to their needs for creating an assessment plan. Participants will construct a framework for a
strategic assessment plan. Why Assessment? Why now? Who cares? What is Assessment? According to Assessing Student Learning and Development (Bresciani 2004), assessment is an ongoing process systematically answering
the following questions: What are we trying to do and why? What is my program supposed to accomplish How well are we doing? How do we use the information to improve or celebrate successes? Do the improvements we make work? Outcomes Assessment
Clarifies divisional and departmental fit with institutional vision, mission, goals and/or strategic plans Clarifies to students and other constituents what students can expect to gain and what the program will accomplish Provides different kinds of data and evidence about services moves beyond satisfaction and tracking use to describing effectiveness Links Student Affairs and Academic Affairs; links
curricular and co - curricular Commission Accreditation Criterion Four. Teaching and Learning: Evaluation and Improvement The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and
evaluates their effectiveness for student learning through processes designed to promote continuous improvement. Higher Learning Commission Accreditation cont.; 4.B The institution demonstrates a commitment to educational achievement and improvement
through ongoing assessment of student learning. Connecting to the bigger picture Graduation Rates Retention Rates A comprehensive
assessment plan Answers these questions: How can we be better stewards of resources? Are we improving quality where necessary? Are we providing the support needed for students
to be retained and successful? What student trends or issues are emerging to which we need to adjust? How can we articulate what we do to outside parties? What are students learning? Focus on the Assessment Cycle Plan
Implement Close the Loop Report Out Evaluate/ Assess
Operations/Service Outcomes Operational/Service outcomes- describe those elements of a program or activity that can be counted and used to evaluate effectiveness such as: tracking the number of students served/participated; type of interaction with students; level of satisfaction; needs; department behaviors/attitudes; cost effectiveness; program review; etc.)
Service/Operation Outcomes Assessment Types What type of assessment are you planning on conducting? o Usage Numbers/Participation o Constituent Needs o Program Effectiveness (Satisfaction)
o Cost Effectiveness o Campus Climate or Environment o Comparative (Benchmarking) o Learning Outcomes o National Standards or Norms (i.e., CAS) Measuring Learning: Methods Quantitative- Produce data that shares simple facts or figures using standardized measures to determine
relationships between numbers. Qualitative- produce data with more depth and description to create meaning, typically collected in words or pictures rather than numbers. Mixed- Utilizing both Qualitative and Quantitative methods. Assessment Methods
Existing Data Tracking Systems Survey Rubric Focus Group Interview Portfolio Observation Document analysis
One-Minute assessment Assessment Methods continued: Visual methods Case Study
Key performance indicators Template Example Wellness Center Mission Statement: We provide holistic programs and services that promote individual wellness to the Eastern Michigan Community Vision Statement: We will be recognized by the university
community for our innovative approaches to student wellness. Goal 1: Students will learn how to achieve a healthy balance among competing life commitments and choices within the eight dimensions of wellness. Outcome 1.1 (Learning) Students will become aware of how the environment makes an impact on their daily life. o Assessment Methods Written evaluation and Satisfaction Survey o ImplementationPresented to first year students after CloseUp debrief sessions o Results2000 students surveyed; overall CloseUp performance received high satisfaction scores, the CloseUp debrief received less satisfactory scores (locations werent always conducive to the
exercises) o Decisions/Actions/Recommendationsadjustments to specific scenes will be made as well as various aspects of the debrief session o Shared withThe Wellness Center staff, CloseUp directors troupe member Student Learning Outcomes Why Learning
Outcomes? Why now? Who cares? Alignment of Outcomes Whats the Difference? Goals/Objectives versus
Outcomes Goals and Objectives Goals and Objectives are similar in that they describe the intended purposes and expected results of activities and establish the foundation for assessment. Goals are broad, general statements of what the program, course, or activity intends to accomplish.
Goals should provide a framework for determining the more specific educational objectives of an activity or program. A single goal may have many specific subordinate learning objectives. Student Learning Outcomes (SLOs) Learning outcomes define the goals of intentional educational experiences. They state what we expect students to know, demonstrate, be able to
do, or value after engaging with an intentional learning experience. Outcomes specify how a particular learning experience has contributed to change in a students knowledge, goals, attitudes, skills and behaviors. Learning outcomes are specific, measureable objectives that describe what an individual will learn and can do as a result of an activity or program.
Objectives versus Outcomes Goals and Objectives are intended results or consequences of service, programs, or activities. Outcomes are achieved results or consequences of what was learned; i.e., evidence that learning took place. Objectives are often department-centered
Learning outcomes are student-centered Creating SLOsKey Questions Describe one program, services or activity offered by your area: What do you want students to be able to know and do based on participation in this activity? (list and describe) How do you know what students have learned and/or accomplished?
How will you measure what the students learned? CAS & Learning Reconsidered 2 6 Domains: Knowledge acquisition, construction, integration and application Intrapersonal development Interpersonal competence Humanitarianism and civic engagement
Practical competence (Career) Cognitive complexity Dimensions within each domain provide further clarification and direction. Effective Learning Outcomes Are student focused Focus on learning resulting from an activity rather than the activity itself
Reflect the departments mission and the values it represents Align at the course/program, academic program/department, divisional, and institutional levels Focus on skills and abilities central to the office/department Are general enough to capture important learning, but clear and specific enough to be measureable Focus on aspects of learning that will develop and endure but that can be assessed in some form
Write a SLO Write a Student Learning Outcome for the program, service, or activity you selected: Students will (action verb) (Object) Identify the strategy/assessment tool you plan to use to determine if students who complete the activity or received the service have learned what they are supposed to learn.
Assessing Learning with Direct Evidence Direct Methods- any process employed to gather data which requires students to display their knowledge, behavior, or thought process. (e.g., where on campus would you go, or who would you consult with if you had questions about which courses to register for the fall?) Direct measures of learning are usually accomplished through assessment methods such
as quiz type survey, rubric, document analysis, observations, portfolio, visual methods, oneminute assessment, and/or case study. Assessing Learning with Indirect Evidence Indirect methods- any process employed to gather data which asks students to reflect upon their knowledge, behaviors, or thought processes. (e.g., I know where to go on campus if I have questions about which courses to register for in
the fall. (strongly agree, moderately agree, neither agree or or disagree) Indirect measures of learning are usually accomplished through assessment methods such as survey, focus group, document analysis, and/or one-minute assessment SLO Examples After attending a CloseUp Theatre Troupe performance, students will be able to identify at least two social/health
issues presented. Students completing the CAPS counseling internship will be able to identify and describe the major theories of human development. After being given discharge instructions, students will be able to explain the importance of following the treatment plan. Students will demonstrate appropriate interpersonal skills at the Texas holdem tournament. Your Turn
Develop a service/operations/learning outcome Select an assessment type Determine method of gathering data NOTE: You would want to consider both direct and indirect measures of the
Assessment Plan- Key Qs
Whats the purpose of the assessment? Who should be studied? Whats the best assessment method? How do we decide whom to study? How should the data be collected?
What tool/instrument should we use? Who should collect the data? How should we record the data? How do we analyze the data? How do we report the results? How do we use the results? Assessment: Words to the Wise Assessment isnt an activity. Assessment is a state of mind.
You can tell the story of the department through systematic data collection. You dont have to be an assessment expert to do assessment. Assessment is an opportunity to create a learning culture. Assessment is not about sending out a survey; its about building a process. Linking assessment with strategic objectives at both the departmental and divisional level provides greater accountability and connection within the university. Do not collect data you do not intend to share. Assessment is a guiding principle used as a basis for questioning the need for, worth of, and impact of student life and support programs, academic experiences and infrastructure.
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