Developing Outcomes-Based Assessment for Learner-Ccentered Education

by Driscoll, Amy; Wood, Swarup

• ISBN13: 9781579221942
• ISBN10: 1579221947
• eBook ISBN(s): 9781000977189
• Format: Hardcover
• Copyright: 2007-07-26
• Publisher: Stylus Pub Llc

Summary

The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment. The purpose of the book is to empower faculty to develop and maintain ownership of assessment by articulating the learning outcomes and evidence of learning that are appropriate for their courses and programs. The authors offer readers a guide to the not always tidy process of articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes. The wealth of examples and stories, including accounts of successes and false starts, provide a realistic and honest guide to what's involved in the institutionalization of assessment.

Author Biography

Amy Driscoll, formerly the Director of Teaching, Learning, and Assessment at California State University, Monterey Bay Swarup Wood is a professor of chemistry and chair of the General Education Faculty Learning Communities at California State University, Monterey Bay

Table of Contents

Why Develop Outcomes for Assessment and Learning?: Why Not?	p. 1
Story: Difficult Beginnings	p. 1
Our Approach to This Book and Outcomes-Based Assessment	p. 2
A First Question: Why Now?	p. 3
The Big Picture of Outcomes-Based Education	p. 4
Defining Learning Outcomes	p. 5
Outcomes-Based Assessment-Why?	p. 6
Shifting to a Learning Paradigm	p. 7
Support and Objections	p. 7
Outcomes-Based Assessment-Why Not?	p. 8
Concerns and Objections	p. 8
Important Faculty Dialogue: Starting Points	p. 9
Significant Connections: Learning Theory and Research	p. 11
The Nature of Learning: Supporting Outcomes-based Assessment	p. 11
Outcomes Support "Deep Learning" for Students	p. 13
External Pressures for Outcomes-Based Assessment	p. 15
Positive Perspectives	p. 15
Building a Learning Community	p. 16
Developing Academic Currency: Another Role for Outcomes-Based Assessment	p. 18
A Conversation With Swarup	p. 19
A Promise to Our Readers (Learners)	p. 20
A Culture for Faculty Learning About Outcomes-Based Assessment: Honoring and Addressing the Realities	p. 23
Story: Evidence of Trust	p. 23
A Culture for Faculty Learning and Empowerment	p. 24
A Look at Faculty Learning Communities	p. 25
A Climate of Inquiry	p. 27
Starting With Your Questions	p. 29
Building Communities of Inquiry	p. 30
Communication and Collaboration: Honoring and Addressing the Realities	p. 31
Continuous Communication in Multiple Forms	p. 32
Communicating Our Purposes	p. 33
Qualities and Principles of Assessing Learning	p. 34
Institutional Examples of Qualities and Principles of Assessing Learning	p. 35
Gathering Perspectives: Building Community	p. 36
Collaboration: Involving Out Colleagues	p. 37
From Privacy to Collaboration	p. 38
Facilitating Collaboration (and Communication) Effectively	p. 40
Commitment Through Ownership and Empowerment	p. 41
Constructivist Faculty Development	p. 41
Practical Guides for Achieving Ownership	p. 43
A Conversation With Swarup	p. 44
Outcomes: Articulating Our Learning Expectations	p. 49
Story: What Am I Supposed to Be Doing in This Class?	p. 49
Outcomes-What and Why?	p. 51
Defining Learning Outcomes-Again!	p. 51
Dimensions of Learning Outcomes	p. 52
Sources of Learning Outcomes	p. 54
Goals: Translating to Learning Outcomes	p. 54
Professional and Disciplinary Associations	p. 55
Community Sources	p. 56
Faculty and Students	p. 58
Ensuring High-Quality Learning Outcomes	p. 59
Multiple Sources and Perspectives	p. 59
Clarity as a Beginning Foundation	p. 59
A Final Consideration: Is It the Right Outcome?	p. 62
Developing Outcomes: A Faculty Dialogue and Learning Process	p. 63
Taxonomies: Support for Development	p. 64
Prioritizing Curriculum Content	p. 65
Final Reminders for Articulating Learning Outcomes	p. 67
Using Outcomes to Plan Teaching and Learning, Curriculum, and Assessment	p. 67
Outcomes as the Focus	p. 68
Using Learning Outcomes as a Centerpiece	p. 68
Checking Your Readiness for the Learning Outcomes	p. 70
A Conversation With Swarup	p. 71
Student Evidence: Designing Assignments and Assessments for Diverse Learners	p. 74
Stories: Student Interpretations of Our Assignments and Assessments	p. 74
Designing Student Evidence: Support for Student Learning	p. 76
Qualities of Student-Centered Assignments or Assessments	p. 76
Moving Toward Authentic Assessment	p. 77
Designing for Diversity	p. 80
Gardner's Multiple Intelligences	p. 81
Kolb's Learning Styles	p. 82
More Differences to Consider in Assessment Designs	p. 83
Fair Assessment Practices: Equitable Opportunities for Students	p. 84
Formative and Summative Assessment	p. 86
Portfolios: Engaging Learners in Assessment	p. 88
A Conversation With Swarup	p. 91
Criteria and Standards for Assessment: No Longer a Faculty Secret	p. 95
Story: Students' Surprise	p. 95
Criteria and Standards: What? Why? and How?	p. 97
What Are Criteria?	p. 98
Why Not Leave Criteria "Secret"?	p. 99
How Do We Design Criteria?	p. 101
Standards: Continuing the Learning Process	p. 103
Standards Support Faculty Too	p. 106
Rubrics: Another Way of Supporting Students	p. 107
Criteria and Standards: Another Responsibility and Challenge	p. 109
A Conversation with Swarup	p. 114
Faculty Responses to Development of Outcomes-Based Assessment Protocols	p. 117
Story: Learning From My Colleagues	p. 117
Interviews: Inquiry, Motivation, Approach	p. 118
Study Context: Faculty Learning Communities	p. 119
Developing Criteria and Standards Through Inquiry	p. 120
Methods	p. 122
Implications for Individual Faculty Members, Faculty Development, and Institutions	p. 122
Value of the Assessment Work	p. 123
Deepening Our Own Learning	p. 124
Refining the Outcomes	p. 124
The Importance of an Inquiry-Based Process	p. 125
Shared Understanding of Learning Outcomes	p. 125
Concerns about the OBE Agenda	p. 127
Influence of Faculty Status on Participation	p. 128
Consideration of Learning Outcomes From a Student's Perspective	p. 130
Summary	p. 131
A Conversation With Amy	p. 131
Going Beyond Making Assessment "Public and Visible"	p. 135
Story: Syllabi as Communication	p. 135
Making Assessment Public and Visible: Why Go Beyond?	p. 138
Beyond Public and Visible to "Understood and Useful": From Syllabi to Pedagogy	p. 139
Beyond Public and Visible to "Connected and Meaningful": Program Coherence and Value	p. 147
Making Meaning of Our Program Outcomes	p. 147
Webbing Our Program Outcomes for Connectedness	p. 148
Program Review Processes: Toward Meaningful and Connected	p. 149
Ensuring Public and Visible: From First-Year Experiences to Graduation	p. 150
A Conversation With Swarup	p. 153
Alignment: Making Explicit Connections Between Teaching Decisions and Learning Outcomes	p. 156
Story: Comparing Perceptions	p. 156
Alignment of Teaching and Curriculum With Learning Outcomes	p. 158
Reasons for Studying Alignment	p. 159
Initial Experiences: Easing Faculty Into Assessment	p. 160
Directions for Using Course Alignment Grids	p. 162
What to Look for in an Alignment Grid: Analyzing the Data	p. 162
Gaps in the Alignment	p. 165
Patterns in the Alignment	p. 165
Integration of Curriculum and Pedagogy	p. 166
Benefits of Course Alignment Processes	p. 166
Continued Use of Course Alignment Projects	p. 168
Possible Extensions of Alignment for Expanded Improvement	p. 169
Program Alignment: A Larger Coherency	p. 169
Going Beyond Alignment: A Simple Check on Learner-Centered Courses and Curriculum	p. 170
Reflections from Faculty: Impact of and Insights on Alignment	p. 173
Reviewing and Analyzing Student Evidence: Constructivist Faculty Development	p. 176
Story: Faculty Know Best	p. 176
Rationale for the Collaborative Analysis of Student Work	p. 178
Evidence of Student Learning	p. 179
A Common Understanding of Outcomes, Criteria, and Standards	p. 180
Connecting Teaching and Assessment Activities to the Learning Outcomes	p. 181
Benefiting From Collaboration	p. 182
Qualities of the Process of Collaborative Review of Student Work	p. 183
Making It Inquiry Based	p. 183
Engaging Faculty with Valuable Experiences	p. 184
Drawing on Faculty Expertise	p. 184
Understanding the Value of Collaboration	p. 185
Process: Practical Issues to Consider	p. 186
Determining the Purpose	p. 186
Providing Institutional Support	p. 187
Selecting Examples of Student Work	p. 188
Providing Good Facilitation	p. 189
Building Rapport and Trust	p. 190
Developing a Method	p. 190
Results of Collaborative Assessment of Student Work: Learner-Centered Decisions	p. 193
A Conversation With Amy	p. 197
Faculty Responses to Assessment of Student Evidence	p. 201
Story: Scientists Discover Grading Rubric Out of Alignment	p. 201
Interviews: Inquiry, Motivation, Approach	p. 202
Rationale for My Second Interview Study	p. 202
Methods for the Interview Study	p. 203
The Process of Analyzing Student Work	p. 205
Response Themes	p. 206
Building Consensus on What Learning Outcomes Mean to Faculty	p. 206
Fear and Vulnerability	p. 207
Bias	p. 209
Aligning Teaching and Assessment With Learning Outcomes, Criteria, and Standards	p. 210
Changes in Teaching, Assessment, and Reflection on Pedagogy	p. 211
Peer Review and Collaboration	p. 212
The Value of OBE	p. 212
Benefits and Value	p. 213
Implications of the Collaborative Review Process for Individual Faculty Members, Faculty Development, and Institutions	p. 215
A Conversation With Amy	p. 217
Moving to Outcomes-Based Assessment and Learner-Centered Education Through the Scholarship of Teaching, Learning, and Assessment	p. 220
Preparation Phase: Beginning to Think About Outcomes-Based Assessment (chapter 1)	p. 223
Examining Your Work Culture (chapter 2)	p. 225
Shifting to Outcomes (chapter 3)	p. 226
Getting Beyond Final Exams (chapter 4)	p. 227
Pulling Those Expectations Out and Public for Students (chapter 5)	p. 228
Designing a Syllabus That Informs, Supports, and Is Aligned with Learning Outcomes (chapters 7 and 8)	p. 229
Learning About Teaching From Students' Work (chapter 9)	p. 230
Summary	p. 232
Faculty Teaching Vignette One: Connection, Reflection, and Assessment: Assessing Learning Outcomes in a Multicultural Conflict Resolution Course	p. 235
Faculty Teaching Vignette Two: Graphic Organizers Guide Students to Achieve Multiple Learning Outcomes: Constructing Meaning in a Community-Based Watershed Restoration Course	p. 239
Faculty Teaching Vignette Three: First-Year Seminar: Orienting Students to Outcomes-Based Education	p. 249
Commencement Speech	p. 257
Assessment Web Site Resource List	p. 263
Glossary	p. 265
Annotated Bibliography	p. 267
Index	p. 269
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