An Outcomes-based Assessment
Model for General Education
Amy Driscoll
WASC EDUCATIONAL SEMINAR
February 1, 2008
Definitions


Assessment is the process of gathering
information/data on student learning.
General education generally describes
basic or foundational knowledge/skills
and attitudes that all undergraduates
are required to have for graduation.
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Possibilities:Purpose/Definition


“The purpose of assessment is to
improve learning” (Angelo, 2000)
“Assessment is a dynamic pedagogy
that extends, expands, enhances, and
strengthens learning” (Driscoll, 2001)
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Thinking about Assessment




Does assessment flow from the institution’s
mission and reflect the educational values?
Does assessment address questions that
people really care about?
Does assessment help faculty fulfill their
responsibilities to students, to the public?
Does assessment of general education
describe students’ readiness for other
curriculum?
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Aligning Mission with Goals for
General Education:
Our central mission is to develop life-long
learning skills, impart society’s cultural
heritage, and educate and prepare for both
the professions and advanced study.
Goals: life-long learning skills

cultural heritage
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Aligning Institutional Values With
Goals for General Education:

ESU has a commitment to academic
and personal integrity.
GOALS: Academic Integrity
Personal Integrity
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Aligning Institutional Vision with
Goals of General Education
”to enhance recognition of the value of
higher education”
 “…to enhance the intellectual, social,
cultural, and economic qualities of
urban life”
Goals: Valuing Higher Education
Urban Citizenship

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Assessment Protocols
for Learning-centered Assessment
OUTCOMES
GOAL
Evidence
Criteria
Standards:
a) Exemplary Achievement
b) Satisfactory Achievement
c) Unsatisfactory Achievement
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Goals

Broad descriptions

Categories of learning outcomes

End toward which efforts are
directed
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Examples of Goals




Critical Thinking
Citizenship in a Democracy (Grad.
School of Education)
Team work and Collaboration (School of
Community Health
Ethics
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Student Learning Outcomes

Refer to Results in Terms of Specific Student
Learning, Development, and Performance (Braskamp and
Braskamp, 1997)


Answer the Question – “What Do We Expect of
Our Students?” (CSU Report 1989)
Describe Actual Skills, Understandings, Behaviors,
Attitudes, Values Expected of Students
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Examples of Outcomes
Math: Use arithmetical, algebraic, geometric and statistical
methods to solve problems.
Ethics: Identify and analyze real world ethical problems or
dilemmas and identify those affected by the dilemma.
Culture and Equity: Analyze and describe the concepts of
power relations, equity, and social justice and find examples
of each concept in the U.S. society and other societies.
Team work: Listens to, acknowledges, and builds on the ideas of
others.
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Evidence



Student Work that Demonstrates
Achievement of Outcomes
(Assignments, Projects, Presentations,
Papers, Responses to Questions, Etc.)
Designed for appropriate level of
learning expectations (outcomes)
Opportunity for Different Ways of
Demonstrating Learning
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Examples of Evidence
Teamwork
Role play or case study
Project or problem solving assignment
Math
Mathematical and statistical projects and papers
Ethics
A written account
A multi-media presentation or display board
An audio tape
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Criteria


Qualities Desired in Student Work (Evidence)
Represent Powerful Professional
Judgment of Faculty

Guide Student Learning Efforts

Promote Lifelong Learning

Support Faculty in Making Objective
Evaluations
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Examples of Criteria
Math



Accuracy
Complexity
Clarity and Coherence
Ethics


Complexity (broad, multifaceted, interconnected)
Conscious Awareness
Culture and Equity


Range of Cultures
Reflectivity and Integration
Teamwork
 Respect
 Flexibility
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Standards

Describe Different Levels of Criteria

Describe Specific Indications of Criteria

Promote Understanding of Criteria

Support Faculty in Making Objective
Evaluations
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Examples of Standards
Math (Accuracy)

Satisfactory: Contains few errors and those errors do not significantly

undermine the quality of the work.
Considers and uses data, models, tools or processes that
reasonably and effectively address issues or problems.
Unsatisfactory: One or more errors that significantly undermine the quality
of the work.
Uses data, models, tools or processes in inappropriate or
ineffective ways.
Ethics (Complexity)



Standard for Excellent: Consistently views sophisticated and significant
dilemmas and issues with a broad focus and from multiple perspectives.
Standard for Satisfactory: Usually views sophisticated and significant
dilemmas and issues with a broad focus, but may sometimes use a more narrow focus
and may use fewer perspectives.
Standard for Unsatisfactory: Mainly views issues and dilemmas in simple
terms and usually does so with a limited focus and minimal perspectives.
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Assessment Protocols
OUTCOMES
GOAL
Evidence
Criteria
Standards:
a) Exemplary Achievement
b) Satisfactory Achievement
c) Unsatisfactory Achievement
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Assessment Sample

Educational Goal
-Personal integrity

Outcomes
-Students articulate an individual code of ethics and
apply it to personal decisions of integrity
-Student describe and assume personal responsibility
in collaborative endeavors, and respect and support
the responsibilities of others
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Personal Integrity

Evidence
-Written code with discussion of two different life
decisions based on the code
-Multimedia presentation
-Letter of application for professional position
-Dramatization of ethical issues

Criteria
-Reflection
-Multiple perspectives
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Personal Integrity
Standards
-Excellence in Reflection: Consistently raises
questions, checks assumptions, connects with
previous experiences, acknowledges biases
and values and engages in self-assessment
-Excellence in Multiple Perspectives: Examines
thinking and experiences of others, considers
those affected by decisions, and considers
diverse courses of action
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Assessing Student Learning:
Course, Program and
Institutional Levels
7.
Revise outcomes
and criteria,
Improve pedagogy
and curriculum for
learner success
6.
Review and
analyze student
evidence
5. Collect evidence of
student achievement
4.
Make outcomes, evidence, criteria, and
standards “public and visible” (syllabi,
programs, brochures)
1.
Preparation: Determine
purpose(s) and
definition of
assessment; Examine
mission and values
2.
Design
assessment:
Articulate goals,
Develop clear
outcomes,
evidence, criteria,
and standards
3. Alignment of
curriculum and
pedagogy with learning
outcomes
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Step 3: Aligning Curriculum
and Pedagogy with Learning
Outcomes



Outcomes and Criteria as Planning Focus
Faculty Alignment Grids
Learner Grids
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Step 4: Making Learning
Outcomes --
Public and Visible
 Relevant and Meaningful
 Motivating and Supportive of Learning
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Step 5: Collect Evidence of
Student Achievement

Collect representative samples
(3 Exemplary, 3 Satisfactory, 3
Unsatisfactory)
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Step 5: Review and Analyze
Evidence



Read holistically to determine whether
outcomes are achieved (reliability).
Several readings to identify examples of
criteria (validity).
Final reading for insights about
pedagogy, class structure and
environment, and learning supports.
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Step 6: Process Results:
Improving Learning




Documentation of student achievement of
outcomes
Identification of curricular gaps/foci and
pedagogical weaknesses/strengths
Clarification of outcomes, criteria &
standards
Redesign of evidence
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Expanding Assessment of
General Education

Graduate exit surveys

Alumnae surveys

Employer surveys
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SUMMARY
Outcomes-based assessment for general
education can provide a foundation for
integrating institutional goals in the major
programs of study. The assessment protocols
provide a foundation for students to become
successful learners. Faculty who collaborate
to develop general education assessment
protocols become more intentional with their
teaching and learning plans.
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