Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Assessment at Franklin University

A look into how we continue to assess our learning outcomes, programs, and courses at Franklin University.

  • Be the first to comment

Assessment at Franklin University

  1. 1. ASSESSMENT FRANKLIN UNIVERSITY PRESENTS OF LEARNING OUTCOMES
  2. 2. WHAT IS ASSESSMENT? Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palmoba and Banta, 1999).
  3. 3. WHAT DOES ASSESSMENT ENTAIL AT FRANKLIN UNIVERSITY?
  4. 4. Assessment at Franklin fosters an institution-wide, documented continuous improvement of student learning and success that includes measurements, conversations, and the applications of lessons learned to promote sustained incremental progress.
  5. 5. ASSESSMENT CYCLE Identify Outcomes Identify  Measures Collect & Analyze Data Interpret & Discuss Findings Improve
  6. 6. WHAT ARE STUDENT LEARNING OUTCOMES?
  7. 7. THE EXPECTED KNOWLEDGE, SKILLS, ATTITUDES, COMPETENCIES, AND HABITS OF MIND THAT STUDENTS ARE EXPECTED TO ACQUIRE... NILOA, N.D. Student learning outcomes state
  8. 8. CENTRALIZED ACADEMIC MODEL FRANKLIN UNIVERSITY USES AS CENTRALIZED ACADEMIC MODEL. This means programs and courses are designed by collaborative teams that consist of major area faculty and instructional designers with input from industry practitioners.
  9. 9. CASCADING OUTCOMES Outcomes cascade from program to course and then to assignment. Programs and courses have consistent outcomes, wherever/however they’re offered. We compare learning in different formats, lengths, and locations to explore how these factors might impact learning and to use findings to inform improvement strategies.  Program Course Assignment
  10. 10. EXAMPLE PROGRAM OUTCOME GRADUATES WILL COMMUNICATE EFFECTIVELY. For Franklin's general education:
  11. 11. OUTCOME MAPS
  12. 12. For all undergraduate and graduate courses, program outcomes are linked or mapped to required courses in the respective programs. 
  13. 13. An outcome map for a program shows where each outcome is Introduced (I), Reinforced (R), and Assessed within a program's curriculum.
  14. 14. HOW ARE OUTCOMES ASSESSED? Exams Course Projects Portfolios Surveys ETS Major Field Test Common Professional Component (CPC) Exams Major course projects Capstone projects Assessed by rubrics Internal: Course & Faculty Evals, Graduating Student, Alumni, Course (Capstone) Reflections External: National Survey of Student Engagement, Noel- Levitz, Adult Priorities Survey "A collection of multiple pieces of student's work completed across time." Writing portfolios, project portfolios, etc. Assessed by rubrics
  15. 15. A LIST OR CHART THAT DESCRIBES THE CRITERIA SUSKIE, 2009 A rubric is a scoring guide, or that can be used to to evaluate or grade student assignments.
  16. 16. EXAMPLE RUBRIC
  17. 17. CLOSING THE ASSESSMENT LOOP 
  18. 18. ANNUAL ASSESSMENT REPORTS PROGRAM LEARNING OUTCOMES & MEASURES ASSESSMENT RESULTS ACTION PLANS FOR IMPROVEMENT EACH ACADEMIC PROGRAM COMPILES AN ANNUAL ASSESSMENT REPORT, WHICH CONSISTS OF:
  19. 19. Programs also conduct periodic program reviews that go beyond learning outcome assessment into areas such as: Assessment is an essential element of program reviews. Graduation/Retention  Rates & Enrollment Competitor Analyses Strategic Planning
  20. 20. ASSESSING STUDENT LEARNING IS MORE THAN MEASURING EXPECTATIONS AND IDENTIFYING IMPROVEMENT - IT'S ALSO CELEBRATING STUDENT SUCCESS.
  21. 21. REFERENCES  National Institute of Learning Outcome Assessment. (n.d.). Student learning outcome statements. Retrieved from http://www.learningoutcomeassessment.org/TFComponentSLOS.htm Suskie, L. (2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass. Palomba, C. A. and Banta, T.W.  (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco, CA: Jossey-Bass.

×