Student_Life Assessment_Project_Module_3

Student Life Assessment Project
Module 3: Assessing Learning Outcomes
© 2013 Christie Cruise-Harper, PhDAll Rights Reserved
The purpose of this module is to assist you withchoosing the appropriate assessment tools/methods, based on yourlearningoutcomes, forthe program/service you plan to assessin the2013 – 2014 academic year.
Student Life Assessment Project
Student Life Assessment Project
In module 1 you developed learning outcomes for your program/service using Bloom’s Taxonomy as a guide.Module 2 allowed you to strengthen those learning outcomes and guided you through the process of choosing learning activities.This module will assist you with choosing appropriate assessment tools/methods for the learning outcomes and learning activities you have established.
Student Life Assessment Project
Student Life Assessment Project
Assessing learning outcomes is an ongoing process. All outcomes do not need to be assessed this academic year.Don’t get overwhelmed by the process! Keep things feasible and manageable.An assessment tool may be used to assess more than one learning outcome.Assessment tools should be direct and indirect; they should also be formative and summative.Remember Bloom’s Taxonomy when considering assessment tools.
Choosing Assessment Tools
Direct MethodsDemonstration of an expected learning outcomeProvides evidence of knowledge/learningActual samples of students workIndirect MethodsStudents, or others, report their perception of how well a given learning outcome has been achievedNot based directly on student performance, but on opinions or thoughts about student learningGathering information through means other than actual samples of students work
Assessment Methods
FormativeDesigned to give feedback to improve what is being assessed and is ongoingInforms students and educators about studentunderstanding so that adjustments may be made during the processSummativeDesigned to provide an evaluative summary of the effectiveness of the programComprehensively assesses student learning and program effectivenessMeasures the level of success or proficiency obtained at the completion of the program
Types of Assessment
CognitiveMental skillsKnowledgePsychomotorGrowth in feelings or emotional areasAttitudeAffectiveManual or physical skillsSkills
Bloom’s Taxonomy: Domains of Educational Activities
Bloom’s Taxonomy
Bloom’s Taxonomy provides a classification of levels of intellectual behavior. These levels represent the Cognitive Domain.
Higher Cognitive Levels
Lower Cognitive Levels
The Student Life Assessment Project has focused on the cognitive domain of Bloom’s Taxonomy. Choose assessment tools that reflect this.Use both summative and formative assessments in gathering information for a holistic impression of learning.While direct and indirect methods are important, beginning the assessment process with direct measures may be more useful.
Tips: Choosing Assessment Tools
Choosing Assessment Tools
The complete list can be found at:http://assessment.uconn.edu/docs/Choosing_the_Right_Assessment_Tool.pdf
Example Assessment Tools
Allen, M., Noel, R. C., Rienzi, B. M., &McMillin, D. J.(2002).Outcomes assessment handbook. LongBeach: California State University, Institute forTeachingand Learning.Association for Middle Level Education. (2013).Retrievedfrom:http://www.amle.org/Publications/WebExclusive/ Assessment/tabid/1120/Default.aspxSkidmore College. (2013). Retrieved from: http://cms.skidmore.edu/assessment/Handbook /direct-v-indirect-assessment.cfmUniversity of Connecticut Assessment. (2013). Choosing the right assessment tool. Retrieved from: http://assessment.uconn.edu/docs/Choosing_the_Rig ht_Assessment_Tool.pdf
References