Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
3 tool box
1. Creating an Assessment Toolbox
Amber Garrison Duncan
Division of Student Affairs
University of Oregon
2. Learning Outcomes
Understand the role of learning outcomes in shaping
student learning experiences
Understand the learning outcomes formula
Understand levels of Blooms taxonomy
Participants will be able to recognize different types
of assessment
Participants will be able to describe different types
of data collection
Participants will be able to locate data collection
tools for use in assessment
4. Learning Outcomes…
…are goals that describe how a student will be different
because of a learning experience. More
specifically, learning outcomes are the
knowledge, skills, attitudes, and habits of mind that
students take with them from a learning experience.
(Suskie, 2009).
5. Brainstorm
What do you want the student to be able to
know or do as a result of participation?
What knowledge, skill or ability should the ideal
participant demonstrate?
8. As a result of this program, student
will…
Bad Outcome Statement
Be able to have confidence in their abilities, realize
Student Affairs can benefit their learning process and
enroll in three programs.
Better Outcome Statement
Demonstrate critical thinking skills as it relates to social
issues
Best Outcome Statement
Demonstrate the ability to analyze and respond to
arguments about racial discrimination
9. Tips
Limit yourself to 3-6 outcome statements
Be SMART
Specific- focused on a specific learning area
Measurable- you can collect data to measure
Attainable- the outcome is attainable given the
student learning level and program
Results- program is aligned with department and
division learning domains
Tailored- outcome is specific to the program
10. Let’s Try
Pick one of your responsibilities and write outcomes statements.
11. What do you need to know?
Types of Assessment
Tracking – monitoring who uses our programs, services and
facilities (e.g. raw numbers, frequency, age, class
standing, gender, race, residence, etc).
Needs Assessment – identifying needs of our students and
clientele (e.g. student perceived, research supported, and
institutionally expected).
Satisfaction Assessment – measuring the level of student and
clientele satisfaction with our programs, services, and facilities.
Student Cultures and Campus Environments Assessment –
assessing the collective perception of campus and student
experience (e.g. campus climate, academic
environment, residential quality of life).
12. Types of Assessment
Outcomes Assessment – measuring the impact our
services, programs and facilities have on students’
learning, development, and student success.
Comparable Institution Assessment – identifying how the
quality of our programs, services and facilities compare
with peer institutions’ best practices.
National Standards Assessment – using nationally
accepted standards to assess our programs and services
(e.g. national assessment inventory– EBI, CAS standard
self-assessment, departmental review by consulting
group).
Cost Effectiveness Assessment – determining whether the
programs, services and facilities we offer to students are
worth the cost.
13. Creating an Assessment Toolbox
Assessing can include a variety of data collection
methods and it’s important to know when to use each
What are tools you have in your toolbox?
Obtrusive
Surveys
Rubrics
Focus groups and interviews
Student produced work (reflections, oral/written
presentations)
Unobtrusive
Banner or Database Systems
Observations
Document analysis
As we are going through this presentation, pick one program that you want to write learning outcomes for and assess
What do you want the student to learn? (outcome)What knowledge, skills or abilities do they need to learn? (curriculum or what you intend to teach)What activity will facilitate the learning? (program or service)How will student demonstrate learning? (assessment)How will you improve the learning for next time? (improvement)
Lower levels are rote memorization or surface level learning. Procedural knowledge and answers can be found in materials provided.Higher levels are meaningful or deep learning. Students creative, original and critical thinking are required.
