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Learning Goals, Curriculum, Portfolios and Assessment: You’ve Got to Start Somewhere

Learning Goals, Curriculum, Portfolios and Assessment: You’ve Got to Start Somewhere. Steve Hurlbut, Assistant Professor of Management Shurlbut@Westminstercollege.edu. The Ideal. Learning Goals First : These are the foundation of EVERYTHING.

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Learning Goals, Curriculum, Portfolios and Assessment: You’ve Got to Start Somewhere

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  1. Learning Goals, Curriculum, Portfolios and Assessment: You’ve Got to Start Somewhere Steve Hurlbut, Assistant Professor of Management Shurlbut@Westminstercollege.edu

  2. The Ideal • Learning Goals First: These are the foundation of EVERYTHING. • Assessment Second: HOW will we determine if the students have learned what we want them to learn? • Curriculum Design Third: The classes are the BRIDGE. Does the material in the classes address the learning goals, and is it consistent with the assessment method?

  3. The Reality • At many schools, the curriculum is based on a model that has existed since the 70’s: • Some skills based classes (English Writing, College Algebra, Speech, etc.), • Some content based (one from Natural Sciences, one from Social Sciences, etc.). • Some more innovative additions (learning communities, living arts, etc.

  4. The Reality (Part 2) • Learning Goals (along with the Mission Statement) get reviewed every 5-7 years: • Generally by a task force of trustees, administrators, faculty, staff and students. • Then affirmed by the subgroups represented on the task force. • Usually, without substantial changes to the Curriculum; it is harder to change graduation requirements, because the “the devil is in the details.”

  5. The Reality (Part 3) • Many schools are latecomers to authentic Assessment • Accreditation bodies have more specific requirements than in the past • The literature on assessment theory and practice has only recently made major advances

  6. Westminster College Example • 13 of our 16 liberal education categories are substantially unchanged since the 80’s • Our Mission, Vision, and Learning Goals were reviewed and substantially changed in 2006 • This year is a pivotal year for Assessment: Faculty just approved the use of Portfolios for assessment in February, 2011.

  7. The Big Question: • Learning Goals, Curriculum Design, and Assessment are supposed to be closely inter-related, but many schools treat each of the three as a separate entity. • But we can’t try to do all three at the same time. • HOW DO YOU BEGIN THE PROCESS OF TRULY INTEGRATING ALL THREE?

  8. ANSWER: • PORTFOLIOS

  9. The Steps = A Cycle • Portfolio artifacts = Learning Goals • Student Inventory and Reflection • Faculty Audit and Review • Learning Goal Review/Revision • Curriculum Review/Revision

  10. Artifacts and Learning Goals • Most Liberal/General Education requirements are content area-based (Fine Arts, Social Sciences, etc. • Most Learning Goals are Skill-based (Critical Thinking, Effective Communications, etc.) • Has your school thought through which General Education requirements will result in which Learning Goal? • If not, this will be evident when the first student portfolios are completed.

  11. Student Inventory and Reflection • When do students learn about Portfolios? • When do they first reflect on what they have? • When do they last reflect on what they have? • Who guides this process?

  12. Faculty Audit and Review • Who will review? • How many to review? • When? • How to record findings/conclusions?

  13. Learning Goal Revision and Review • How to report findings of portfolio reviewers? • Do the portfolio artifacts affirm the value of the learning goals? • Do some of the learning goals seem to be neglected in the portfolios? • Are any of the Learning Goals frequently represented by artifacts that don’t apply, or by artifacts that don’t effectively represent the skill?

  14. Curriculum Review and Revision • Are some classes heavily (perhaps over-) represented in student portfolios? • Are some classes rarely (or never) represented in student portfolios? • Are some professors noticeably over- (or under-) represented in student portfolios? • Do some frequent gaps in student portfolios suggest major course revisions, or new course requirements?

  15. The Finish Line • There isn’t any finish line. . . • However, the cycle of Portfolio evaluation, Learning Goal review, and Curriculum audit becomes the most powerful tool we have to addressing the Big Question: • HOW DO YOU BEGIN THE PROCESS OF TRULY INTEGRATING ALL THREE?

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