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Date:June 20th, 2022
08:30 am- June 21st, 202204:30 pm
Instructor: Mr. Thai Tran -- Arizona State University
Attendees: DUT Leaders/Faculty/QA Professionals seeking expertise in effective and efficient assessment of student attainment of program level student outcomes
Expected Outcomes: First AUN-QA Assessment at Program Level Version 4 requirements as related to program student learning outcomes will be explored. Then, the focus will shift to participants selecting and/or creating effective and measurable program student learning outcomes. Through this interactive coaching-style workshop, the participants receive feedback on their current program student learning outcomes and how to select or transform them to be more specific and measurable. Effective and measurable student outcomes serve dual purposes of informing students of performance expectations and providing a mechanism for measuring student attainment (or achievement) of those expectations. Measurement of student attainment provides a mechanism for the purpose of improving the academic program and student learning.
In addition, this workshop will develop DUT team expertise in planning effective and efficient assessment of student attainment of program level student outcomes using course learning outcomes (as shown on course syllabi). Participants will also review operating definitions of “assessment,” “evaluation,” and “attainment,” which may vary from definitions used by lecturers when teaching their courses. The workshop will include several application and practice sessions where participants will be engaged in developing their own assessment plan. Outcome will be more effective and efficient assessment processes that can improve teaching/student learning and support AUN-QA/ABET evaluation preparations.
| 8:15 – 8:30 am | Registration and Sign-in |
|---|---|
| 8:30 – 8:35 am | Welcome to Workshop |
| 8:35 – 9:15 am | Continuous Improvement System Requirements & AUN-QA Assessment at Program Level Version 4 Requirement Review |
| While both AUN-QA and ABET require continuous improvement systems, ABET’s Criteria 4. Continuous Improvement demands were more specific related to continuous improvement based on student learning than AUN-QA. Now AUN-QA version 4.0 has moved closer to ABET with respect to continuous improvement of student learning. Terminology specific to using student learning to guide continuous improvement is reviewed to provide a common vocabulary. In addition, techniques related to using performance indicators, course learning outcomes and performance targets are featured. A rapid review of the newest AUN-QA requirements for program student learning outcomes (PLSOs) will provide the basis for the workshop’s focus on “effective” and “measurable” program student learning outcomes. | |
| 9:15 – 10:00 am | Characteristics of “Effective” Student Outcomes |
| Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. The participants will explore the characteristics of “effective” student outcomes and consider the recommendations before preparing/finalizing a list of learning outcomes. | |
| 10:00 – 10:15 am | Break |
| 10:15 – 10:45 am | Review of Current Program Student Learning Outcomes |
| A review of sample DUT program’s current student program student learning outcomes (PSLOs) will be conducted, leading to instructor guidance on a structured approach for reducing or reconfiguring current student program student learning outcomes. | |
| 10:45 – 11:30 am | Revision of Program Student Learning Outcomes |
| Participant teams will work on prioritizing existing program student learning outcomes and either retaining or refocusing PLSOs towards developing a minimum set of PLSOs addressing critical knowledge, skills and attitudes. | |
| 11:30 am – 1:30 pm | Lunch Break |
| 1:30 – 2:00 pm | Principles of a well-constructed process for continuous improvement |
| For student outcomes, the focus of the data collection is to answer the question, “To what level have students attained the stated student outcomes?” Evaluation of the extent to which student outcomes are attained identifies strengths and weaknesses in student learning. This provides evidence for making decisions about how to improve the program’s teaching and learning processes. This evidence should be the product of careful examination of student work related to the program requirements and expectations. In preparation for reviewing a program’s processes related to Continuous Improvement for student outcomes, it is important to understand several principles of a well-constructed process to enable continuous improvement related to program-level student learning. | |
| 2:00 – 2:15 pm | Selection of Program Student Outcomes to be Assessed |
| After review of possible program level student outcomes, specific student outcomes will be selected that can apply to many different programs. These student outcomes will be used for the rest of the workshop. | |
| 2:15 – 2:30 pm | Performance Indicators |
| Performance indicators are the links between program student outcomes (expected learning outcomes at the program level) and course learning outcomes—which guide selection of student work used for direct evidence of student learning. Participants will experience developing performance indicators for selected student outcomes. | |
| 2:30 – 3:00 pm | Characteristics of Performance Indicators |
| The participants will be introduced to characteristics of good PIs and how to use Bloom’s Taxonomy to develop PIs for each student outcome | |
| 3:00 - 3:15 pm | Break |
| 3:15 - 3:45 pm | Practice: Performance Indicators Development |
| Participants will be given instructed assignment using the afternoon time for groupwork exercise to develop performance indicators and measurement tools. | |
| 3:45 - 4:00 pm | Performance Indicators Review Process & Checklist |
| The participants will be guided to the PI review process and how to use the checklist to review developed PIs for each student outcome. | |
| 4:00 - 4:30 pm | Application: Performance Indicators Review & Measurement Tools |
| Participants will use the guided checklist to review and provide feedback on the developed PIs. |
| 8:15 – 8:30 am | Registration and Sign-in |
|---|---|
| 8:30 – 9:00 pm | Performance Indicators and Course Learning Outcomes |
| Course learning outcomes are typically directly linked to specific activities or work done by students. Participants will practice linking developed performance indicators with specific course learning outcomes. This linkage minimizes any additional lecturer effort necessary for assessment of student attainment of student outcomes. | |
| 9:00 – 10:00 am | Assessment Planning Worksheet |
| Participants will be introduced to a sample assessment planning worksheet and explore a general example. | |
| 10:00 – 10:15 am | Break |
| 10:15 – 10:45 am | Development of the Planning Worksheet |
| Participants will focus on a more detailed example related to a specific program level student outcome. Group consensus will determine the performance target for a specific PI. Participants will explore use of a sample grading checklist. | |
| 10:45 – 11:30 am | Application/Practice: Developing Your Program’s Assessment Planning Worksheet |
| Participants will practice and use the assessment planning workshop template to develop the assessment plan to assess and evaluate the attainment of student outcomes of their own programs. | |
| 11:30 am – 1:30 pm | Lunch Break |
| 1:30 – 3:30 pm | Evaluation of Assessment Data |
| Program teams will explore evaluation processes based on a set of PI assessment data and performance targets. Program teams will practice using scores of student work to create “assessment” data. Use of an assessment planning table demonstrates efficient assessment planning, assessment implementation, and record keeping. | |
| 3:30 pm | Wrap-up of Workshop |