Disaggregating assessment to close the loop and improve student learning

Abstract

This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were examined. Within-and between-group learning outcome differences with freshmen and seniors in both instructional formats were tested to determine if instructional goals were met and student learning transpired. A quantitative, single case analysis method was used to determine significance with the items relating to these outcomes. Results indicated that seniors in both instructional formats typically reported greater engagement scores than freshmen, and that accelerated students tended to report more engagement than their conventional counterparts. These findings were most robust for the critical thinking outcome. Ramifications for student learning and relevant instructional formats are then explored, so as to close the loop with assessment.

Assessment as sensemaking: Community college faculty chair perspectives

“…exploring the landscape, creating a map of the current situation, and leveraging shared understanding for the sake of action. This description provides a strong parallel with the phrase "closing the loop" as it used in discussions of assessment (i.e., interpretation of student learning data to draw conclusions about performance and build action plans) (Hamil, 2015;Iriberri & Stengel, 2021;Jonson et al, 2014;Rawls & Hammons, 2015). However, sensemaking is an invitation to explore complex territory before rushing into action too quickly.…”

“…The use of student learning data to improve curriculum and instruction is often referred to as "closing the loop" and represents the final stage in most conceptions of the assessment cycle (Hamil, 2015;Iriberri & Stengel, 2021;Rawls & Hammons, 2015). Singer-Freedman and Robinson (2020) conducted a literature review of peer-reviewed articles and publications from professional assessment organizations and surveyed 231 higher education assessment professionals.…”

“…The Community College Research Center's (CCRC) Scale of Adoption Self-Assessment (SASA) contains a section on assessment that is appropriate for the site college in this case study (Figure 1). First, the SASA rubric directly addresses the basic steps of the assessment cycle, including establishing relevant learning goals, collecting data on student performance, and using data to make improvements to student learning (Hamil, 2015;Iriberri & Stengel, 2021;Rawls & Hammons, 2015;Walvoord, 2011). Additionally, the SASA rubric focuses on Guided Pathways implementation, a high-level priority in this institution's strategic plan.…”