Institutional Learning Outcomes

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Institutional Learning Outcomes

Overview

The four sets of baseline assessment criteria for our institution include our six Institutional Learning Outcomes (ILOs), our five degree programs, the three assessment gates of early, mid, and late program progression, and the five point rubric (Likert) performance scale that is standardized within our Waypoint-enabled courses.

In the graphical analysis that follows, the full set of all six Institutional Learning Outcomes are represented across our five programs. Each program is individually represented with a graph, and aggregate student performance for three of the six ILOs are reflected for that program.

Given the early stages of our Waypoint rollout, only three ILOs are represented within each of the five programs. As the analyses that follows will demonstrate, all six Institutional Learning Outcomes are collectively represented across all five of our programs. As the Waypoint rollout continues, our goal is to eventually represent all six ILOs at all three assessment “gates” for all five programs.

Measuring institutional level outcomes at the assignment level creates numerous dimensions of complexity. At UoR, all of our courses are mapped to programmatic and institutional level outcomes. As a first step in understanding our student learning, the assessment team decided to embed rubrics into curriculum and begin to better understand the depth and breadth of student learning and achievement. That is, leveraging the Waypoint Outcomes tool, rubrics were placed into specific courses. A team of assessment professionals reviewed the rubrics to align specific course objectives to targeted institutional outcomes. As a consequence of good instructional design, it became clear that not every assignment would align to every instructional outcome because each assignment builds upon the next.

In 2011, we began to identify baseline information on the outcome of communication for all programs. We continue to add rubrics into selected courses and become more strategic in course and assignment selection.

Data Reflection

Master of Arts in Psychology, 2011

For this “early program gate” measurement in the Master of Arts in Psychology program, student performance for the Institutional Learning Outcomes was measured with a 5-point Likert Scale. Critical Thinking was rated the highest at 4.64, where n=55. Communication was rated second at 4.62, where n=55, and Ethics was rated third at 4.61, where n=338.

While the Critical Thinking scores ranked highest, the overall variance in scores is extremely subtle. All three outcomes measured were at “above expectations.”

Master of Arts in Organizational Development and Leadership, 2011

For this “mid program gate” measurement in the Master of Arts in Organizational Development and Leadership program, student performance for the Institutional Learning Outcomes was measured with a 5-point Likert Scale. Diversity was rated the highest at 4.08, where n=108. Communication was rated second at 3.95, where n=278, and Critical Thinking was rated third at 3.74, where n=139.

While the diversity ILO scores rate highest, the variance in scores is comparably subtle. All three outcomes measured were at “meets expectations” or higher.

Master of Arts in Human Services, 2011

For this “early program gate” measurement in the Master of Arts in Human Services program, student performance for the Institutional Learning Outcomes was measured with a 5 point Likert Scale. Diversity and Communication are rated equally as the highest at 4.08, where n=704 for each. Critical Thinking was rated 4.07, where n=100.

The variance in these scores is nearly non-existent. All three outcomes measured were at “above expectations.”

Doctor of Psychology, 2011

For this “early program gate” measurement in the Doctor of Psychology program, student performance for the Institutional Learning Outcomes was measured with a 5-point Likert Scale. Emotional Intelligence was rated the highest at 4.73, where n=5,780. Critical Thinking was rated second at 4.63, where n=452. Communication was rated third at 4.31, where n=1,606.

While the emotional intelligence ILO scores rate highest, the variance in scores is comparably subtle. All three outcomes measured were at “above expectations.”

Doctor of Philosophy, 2011

For this “early program gate” measurement in the Doctor of Philosophy program, student performance for the Institutional Learning Outcomes was measured with a 5-point Likert Scale. Lifelong Learning was rated the highest at 4.60, where n=191. Critical Thinking was rated second at 4.57, where n=41. Communication was rated third at 4.35, where n=82.

While the critical thinking and lifelong learning ILO scores rate highest, the variance in scores is comparably subtle. All three outcomes measured were at “above expectations.”

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