ࡱ> NPM {&bjbj]W]W .6?=?=a88888LLL8$L,V,X,X,X,X,X,X,$-0|,8|,884,R88V,V,*+m?`v*B,,0,*611,+18+D|,|,,1 : Frequently Asked Questions About Assessment of Student Learning At 鶹 College The following provides some answers to commonly asked questions. When it comes to your assessment plans and activities, there may be no single or best answer. Your school assessment coordinator, your School Assessment Committee, and the Provosts Office will work with your program to help you construct a plan that works for you. Assessment Terminology Q. What is the difference between a goal and an outcome? A. Both a goal and an outcome are statements about student learning. Typically, a goal is more general than an outcome, which is not only specific but also measurable. Q. What is the difference between an outcome and an objective? A. Generally speaking, 鶹 College uses outcome more frequently than objective to refer to specific, measurable statements about what we want students to know or be able to do. However, the two terms are often used interchangeably. Q. What is the difference between direct and indirect assessment, and what are some examples of each? A. Direct assessment examines students actual learning, while indirect assessment typically examines students perceptions of their learning. The Middle States Commission on Higher Education provides a chart on page 29 of its resource manual with examples of both types of assessment (http://www.msche.org/publications/SLA_Book_0808080728085320.pdf). Assessment Methods and Measures Q. Is a licensure exam an appropriate assessment instrument? A. The Middle States Commission on Higher Education considers a licensure exam a direct measure of student learning. However, this type of instrument is most helpful when a program can link parts of the exam to specific program outcomes. Q. Why cant we use grades for direct assessment? A. In the words of the Middle States Commission on Higher Education: In and of themselves, grades are not direct evidence of student learning. That is, a numeric or a letter grade alone does not express the content of what students have learned; it reflects only the degree to which the student is perceived to have learned in a specific context (Student Learning Assessment 37). To learn more, read the section in the Middle States resource book starting on page 36. The Purpose of Assessment Q. Why does Middle States ask institutions to assess student learning? A. Nationally and even internationally, institutions are engaging in the assessment of student learning. Regional accrediting bodies, such as the Middle States Commission on Higher Education, are in place, in part, to ensure quality control. For instance, the federal government will not allow us to disburse federal aid without accreditation. Regional accrediting bodies are essentially peer-review bodies, meaning that they generally do not dictate (beyond federal requirements) what institutions must do but rather enable institutions to prove that they offer, among other things, quality educational experiences and services that meet generally accepted practices in higher education. In that spirit, 鶹 College conducts assessment to demonstrate, both internally and externally, its commitment to student learning. Q. Middle States aside, what benefit is there to conducting assessment? A. Assessment of student learning is of direct benefit to both students and faculty within a program. Your assessment will enable you to think about your curriculum holistically and allow you to fine-tune your curriculum at the program and course levels using data. Syllabi Q. Why does the ARC Manual ask for syllabi to include measurable student learning outcomes and to link them to assignments? A. Measurable student learning outcomes convey to students what they should know or be able to do by the end of a course. Measurable in this context means assessable, not necessarily quantifiable. In fact, measures may be both quantitative and qualitative. Linking outcomes to assignments conveys to students how they will demonstrate the degree to which they have mastered knowledge and skills at the level appropriate to the course. Moreover, by placing outcomes and assignments in syllabi and using a curriculum map to link course outcomes to program outcomes, a program can show the relationship between the course and the program and between course-level assessment and program-level assessment. As a result, the College can demonstrate, both internally and externally, the interrelationships between, and integration of, outcomes and assessment at every level of the institution. Q. Should the syllabi for all sections of a particular course include the same course-level outcomes? A. All syllabi for all sections of a particular course should include common course-level outcomes because presumably, regardless of the section or assigned instructor, the course should meet common outcomes. Otherwise, a program cannot know for certain that all students have met the program-level outcomes to which those course-level outcomes correspond, thus making programmatic assessment difficult. However, a particular section of a course may include additional outcomes that are unique to that section. In any case, outcomes indicate the general destination of the course and do not prevent a particular instructor from preparing specific lectures, giving specific assignments, and assigning specific textbooks that lead students toward those outcomes. Standardized Tests Q. Why should we use a standardized test to assess student learning? A. We should give top billing to homegrown assessment instruments because they are authentically connected to students actual coursework. However, standardized tests have their place. First, while homegrown assessments allow faculty to make more precise improvements in teaching and learning at the program or even course levels, standardized tests provide broad institutional data that can be benchmarked with that of other institutions. Second, standardized tests usually have high levels of reliability and validity across institutions that homegrown instruments typically do not have. Incidentally, some of the recent work of AAC&U may go a long way to finding a happy compromise between the reliability and validity of standardized tests and the authenticity of homegrown assessments. Check out the LEAP initiative:  HYPERLINK "http://www.aacu.org/leap/index.cfm" http://www.aacu.org/leap/index.cfm Q. If we use a standardized test, why should we consider the Collegiate Learning Assessment (CLA)? A. Many of the leading standardized tests exclusively use multiple-choice questions. In addition to some multiple-choice questions, the CLA asks students to engage in simulated real-world tasks using multiple sources of evidence. This performance task has become so popular that the CLA now offers workshops on how faculty can incorporate performance tasks in their own courses. Q. If we adopt the CLA, what can we do with the results? A. In addition to the benchmarking mentioned above, we can triangulate the CLA assessment results with homegrown assessment results. According to best practices in assessment, faculty should look at multiple lines of evidence in coming to conclusions about student learning. Since the CLA tests such skills as critical thinking and written communication that cut across both general education and disciplinary programs, and since, moreover, the CLA calculates value added from the beginning of the freshman year to the end of the senior year, GECCo and disciplinary programs alike could use the CLA to supplement other assessment results. 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