Group items tagged

"Developing Student Learning Outcomes Student learning outcome (SLO) statements take the program learning goals and focus on how students can demonstrate that the goals are being met. In other words, SLOs answer the question: how can graduates from this program demonstrate they have the needed/stated knowledge, skills, and/or values. SLOs are clear, concise statements that describe how students can demonstrate their mastery of program learning goals. Each student learning outcome statement must be measurable. Measures are applied to student work and may include student assignments, work samples, tests, etc. measuring student ability/skill, knowledge, or attitude/value."

"Selected outcomes assessment resources"

Australasian Survey of Student Engagement (AUSSE) Areas measured by the AUSSE The survey instruments used in the AUSSE collect information on around 100 specific learning activities and conditions along with information on individual demographics and educational contexts.The instruments contain items that map onto six student engagement scales: Academic Challenge - the extent to which expectations and assessments challenge students to learn; Active Learning - students' efforts to actively construct knowledge; Student and Staff Interactions - the level and nature of students' contact and interaction with teaching staff; Enriching Educational Experiences - students' participation in broadening educational activities; Supportive Learning Environment - students' feelings of support within the university community; and Work Integrated Learning - integration of employment-focused work experiences into study. The instruments also contain items that map onto seven outcome measures. Average overall grade is captured in a single item, and the other six are composite measures which reflect responses to several items: Higher-Order Thinking - participation in higher-order forms of thinking; General Learning Outcomes - development of general competencies; General Development Outcomes - development of general forms of individual and social development; Career Readiness - preparation for participation in the professional workforce; Average Overall Grade - average overall grade so far in course; Departure Intention - non-graduating students' intentions on not returning to study in the following year; and Overall Satisfaction - students' overall satisfaction with their educational experience.

"Accrediting associations have expectations that call on institutions to collect and use evidence of student learning outcomes at the programmatic and institutional to confirm and improve student learning.  This section of the NILOA website lists both regional accrediting associations and specialized or programmatic accrediting organizations along with links to those groups."

"General Resources Discussion Lists, Forums, Archives of Articles, Lists of Links, etc. Principles of good outcomes assessment practice "

"Rethinking Educaitonal Leadership: mapping the terrain of leadership in learning organisations in conditions of complexity, diversity and change Jul 26 2015 0 Rethinking Educational Leadership: an Open Space Symposium The purpose Symposium was to provide experienced practitioners and researchers with an opportunity to bring fresh thinking to the current challenges facing school leaders and to generate new ideas about leadership development. The Open Space Technology provided a means of capturing the collective intelligence generated by the group in response to the core question. This post reports on the outcomes of this Open Space Symposium which was held in 2013. "

The SEI program is working with the teaching and learning community to gather evidence of the impact of instructional innovations and current practices and to help evaluate the results. The calls for more accountability in higher education, the shrinking budgets that often force larger class sizes, and the pressures to increase degree-completion rates are all raising the stakes for colleges and universities today, especially with respect to the instructional enterprise. As resources shrink, teaching and learning is becoming the key point of accountability. The evaluation of instructional practice would thus seem to be an obvious response to such pressures, with institutions implementing systematic programs of evaluation in teaching and learning, especially of instructional innovations.