Connecting the Dots Developing Student Learning Outcomes and Outcomes Based Assessment 2nd Edition by Ronald Carriveau 1620364794 9781620364796

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ISBN 10: 1620364794

ISBN 13: 9781620364796

Author: Ronald S. Carriveau

Demands for quality at all levels of education are higher than they have ever been. Making clear what students must learn is being stressed by Federal and State governments and by professional and national accreditation organizations. This book is designed to help faculty and institutions of higher education meet these demands by obtaining, managing, using, and reporting valid outcome attainment measures at the course level; and mapping outcome attainment from the course level to departmental, degree program, and institutional levels, and beyond. It demonstrates how to communicate clearly what students are supposed to know and be able to do; write assessments that measure the expectations; and produce test scores that are valid for their intended use and interpretation, so that valid inferences can be made about students and programs. It is a “how-to” manual that is rich with guidelines, model forms, and examples that will lead the reader through the steps to “connect the dots” from outcomes assessment to outcomes-based reporting.This new edition incorporates several enhancements including additional examples, tables, and figures that help clarify and expand the three-level outcomes and assessment model. A new Chapter 9 introduces a census approach to obtaining outcome attainment measures at the program and institutional levels and shows how to link outcome values to outcome statements from outside sources such as national and professional organizations. Chapter 9 concludes with a discussion on obtaining and using outcome attainment values at the student level with the aid of modern technologies.

Connecting the Dots Developing Student Learning Outcomes and Outcomes Based Assessment 2nd Table of contents:

1. Developing Student Learning Outcomes

Topic Planning Guide

Topic Planning Guide Step One

Topic Planning Guide Step Two

Three-Level SLO Model

Goal Level

General Learning Outcome (GLO) Level

Specific Learning Outcome (sLO) Level

Example 1 of the Three-Level SLO Model in Practice

Example 2 of the Three-Level SLO Model in Practice

Cognitive Categories to Consider When Constructing SLOs

The Importance of Verbs

Guidelines for Writing Measurable Learning Outcomes

Questions to Ask Yourself When Writing Outcome Statements

Higher Level Thinking SLOs

Defining Critical Thinking (CT)

CT Outcome Statements

2. Templates for Writing Test Questions

How to Use the Question Templates

Recognize and Identify

Describe and Explain

Templates for Developing Test Questions

Question Templates

Templates

3. Developing an Overall Assessment Plan and Test Blueprint

Developing an Overall Assessment Plan

Developing an Outcome-Item Reference Map

Developing a Test Blueprint

Test Blueprint With SR and CR Items

Test Blueprint With MC, CR, and One Survey Item

Validity Evidence

Cognitive Taxonomy Blueprint

Steps for Developing MC Test Forms

4. Writing Multiple-Choice Test Items

The Outcome-Based Model

At the other end of the spectrum, you have just been assigned a new course, and there is no existing syllabus. In this case, you will probably start with mapping your course topics, Goals, timeline, and

Information That Goes on a One-Page Test-Item Writing Form

Example of the One-Page Format for Writing Test Items

General Guidelines for Writing MC Test Items

Writing MC Test Items

Terminology

Guidelines for Writing the Item Stem

Guidelines for Writing Answer Choices

Guidelines for Item Format

Two-Column Item-Writing Checklist

5. Writing Constructed-Response Items

Guidelines for Writing Sentence-Completion Items

Guidelines for Writing Short-Answer Items

Guidelines for Writing Extended-Response Items

Guidelines for Writing Written-Response Items

Guidelines for Writing Performance-Based Assessments

6. Writing and Using Scoring Rubrics

Holistic Rubric

Analytic Rubric

Analytic Rubric With Proficiency Descriptors

Setting Rubric Cut Points

Guidelines for Writing Rubrics

7. Measuring Critical Thinking With Multiple-Choice Items

Rationale, Advantages, and Limitations

Rationale

Advantages

Limitations

What Commercial CT Tests Measure

Guidelines for Thinking Critically

Guidelines for a CT MC Item Set

Written-Response Versus MC Items Example

Prompt

Test Question

Possible MC Test Item Questions

Short Written Response Converted into MC

Converting Item 2 Into a CT Item

Vignette With MC Items

Discipline-Specific MC Item Set

Measuring General CT

Instructions

Facts

Star’s Position

Logan’s Position

Police Position

Converting a Rubric into a Three-Level Model

8. Reporting Results With the Three-Level Model

Test-Item Validity

Basic Item-Analysis Statistics

Item-Analysis Report for MC Items

Why Only Three Options Are Needed

Item-Response Analysis for CR Items

Calculating Outcome Attainment Values

sLO Attainment

GLO Attainment

Goal Attainment

Using a Spreadsheet to Record and Calculate Attainment Values

Outcome Attainment Summary Reports

Attainment Values for Written-Response Scores

Averaging Rubric Attainment Values with MC Values

Reporting Goal Attainment

Calculating Outcome Attainment From Various Sources

Measuring Outcome Attainment of Learning Activities

Reporting Attainment With Criterion Levels

Completing the Links

9. Applying the Three-Level Model at the Institutional Level and Beyond

A Census Approach to Obtaining Outcome Measures

Three-Level Model Overview

Calculating Outcome Attainment at the Program Level

Calculating Outcome Attainment at the Institutional Level

The Three-Level Model With Attainment Values

Mapping Specific Course Content Attainment to the Institutional Level

Mapping From Common Courses With Links to Outside Sources

Mapping From Different Disciplines With Links to Outside Sources

Program and Curriculum Mapping of Outcome Attainment

Concluding Comments

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