EditLearning Outcomes
Learning outcomes are designed to help support student learning and are based on Astin’s input-environment-outcome (IEO) framework. This framework suggests that both a student’s background as well as the institutional environment have an effect on their learning. By assessing the effect of the institution on students’ learning, the institution can shape their offerings (services, programs, and experiences) to enhance student learning.
The assessment of student learning outcomes has come to serve as a strong basis for supporting and documenting learning experiences. Learning outcomes assessment projects can be helpful in determining to what degree respondents are achieving key learning goals in higher education.
Learning Reconsidered (LR) is a guiding document at the forefront of the study and praxis of learning outcomes. While learning outcomes were already a form of assessment prior to the publication of LR, this resource captures best practices in an accessible and slim publication and redefines the definition of institutional learning in which student affairs plays a contributing role. LR does not, however, merely emphasize the importance of student affairs in the education of the whole student, but advocates for an integration of academic learning and student development, without suggesting that development and learning are fundamentally different things. Both, academic learning and student development, holistically intertwined at the modern college or university, encompass what it means to learn.
Learning Reconsidered 2 applies the theory and principles put forth in Learning Reconsidered and expands upon past models to truly capture the force of transformative learning. It transcends conventional notions of curricular and co-curricual learning and enrichens the content of LR by offering new examples and methods of application. To learn more about
Learning Reconsidered, see
Guiding Documents and FrameworksLearning Reconsidered outlines the following outcome domains:
- cognitive complexity
- knowledge acquisition
- knowledge integration
- civic engagement
- interpersonal and intrapersonal competence
- practical competence
- academic achievement
Learning outcomes studies seek to move beyond respondents’ needs and satisfaction to determine if departmental learning goals are being met. By examining the results from learning outcomes studies, institutions can determine how to better serve their target population. Action resulting from learning outcomes studies may include:
- Revision of mission statements
- Development of new programs/retooling of existing programs
- Determination of areas in need of improvement
Astin, A.W. (1991).
Assessment for Excellence. Old Tappan, N.J.: Macmillan.
Schuh & Upcraft (2001).
Assessment Practice in Student Affairs. San Francisco: Jossey-Bass.
http://www.learningreconsidered.org/EditUsage
A usage assessment examines the frequency with which a department, office, location, or activity is used. This particular type of assessment is valuable in determining the degree to which various populations are utilizing services and programs offered by the college. As an example, a college may do a usage study to better understand how often students participate in late night programming. Paired with demographic information, a usage assessment can assist staff in better understanding who attends and who does not attend. Frequently this type of assessment is paired with satisfaction or needs assessments.
EditNeeds Assessment
Needs assessments are the systematic exploration of the way things are currently and the way they should be in the future. Typically they are coupled with satisfaction assessments; however, the information gathered from needs assessment is often used to determine the allocation of resources to better serve those needs. As an example, campuses may do a needs assessment related to dining services sustainability to determine what the perceived interests/needs of students are when it comes to environmental choices and considerations within dining services.
Needs assessments are usually associated with organizational and/or individual performance and can also be used to identify needs of universities as well.
(
http://www.csc.noaa.gov/needs/)
(
http://cscs.txstate.edu/txssc/txssc-higher-ed.htm)EditSatisfaction
Much of higher education is focused on the services provided to constituents; as a result, many assessments seek to gather information regarding the satisfaction of students, faculty, staff, alumni, and parents. The desired result of these projects is to inform higher education professionals as to whether their services are meeting quality standards.
Schuh & Upcraft, (2001).
Assessment Practice in Student Affairs. Jossey-Bass: San Francisco.