Transcript Show Info - Welcome to San Juan College
San Juan College Learning Outcomes Assessment Association For General and Liberal Studies 52nd Annual Meeting Portland, Oregon September 22nd, 2012
Provide a model for assessing student learning Provide information on how to implement this assessment model at your institution
Brief History Define a Learner and Learning SSLOs Our Definition of Assessment Our Assessment Plans Writing Departmental Outcomes Tools for Assessment What we are currently doing Where we are headed Questions and Answers
2008-2009
SSLO Committee Formulation and Initial Training SJC Board of Trustees presentation NMHED Summit presentation NMWTASAP SSLO presentation Marilee Bresciani’s Training Session
2009-2010
Student Services Departmental Chairs implement SSLO’s in their departments NMHEAR SSLO presentation
Move To Meaningful
2010-11
SSLO implementation becomes part of Student Services Departmental Chairs’ annual performance evaluations NMASAP SSLO presentation SJC Board of Trustees presentation Campus-wide poster session
SJC Student Services programs and services are designed and managed with specific student learning outcomes in mind. While continuing to provide superior customer service, our culture is shifting so that all staff view themselves as educators
A faculty member learning how to use an online grade book A staff member at a security training A student learning how to register for classes online An administrative assistant attending a purchase requisition training A VP learning how to set up a FB page In this expanded definition, everyone is a learner.
“Learning” refers to knowledge, skills, attitudes and personal development attained through experiences while at college.
We can only truly say that learning happens if it was documented.
Our shared outcomes (broad goals) were developed over a 6-9 month period Input came from Student Services, Learning, and Technology personnel Final outcomes were selected through a facilitated brainstorming process
Our broad learning outcomes are: Career Readiness Communication and Leadership Goal Orientation Problem Solving Social and Personal Development These are collectively known as SSLO’s.
CR Career Readiness Communication and Leadership CL GO Goal Orientation PS SPD Problem Solving Social and Personal Development Student Services Learning Outcomes
Students will display appropriate appearance, diplomacy, and skills needed to be marketable in the current workforce. Students will exhibit the ability to effectively and constructively communicate in written, verbal and electronic exchanges with others. Students will also exhibit the ability to inspire, to organize and guide others in a diplomatic fashion in the capacity as leader. Students will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Students will also effectively identify and utilize appropriate resources. Students will demonstrate the ability to recognize problems, assess challenges, and determine a course of action to navigate around obstacles pertaining to their college education and life experiences Students will demonstrate a constructive attitude toward education, apply time management and interpersonal skills, and use self advocacy, in order to practice social responsibility, value diversity, and apply global perspectives.
Assessment is:
The ongoing process of establishing clear, measurable expected outcomes of student learning.
Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations:
Using the resulting information to understand and improve student learning, which includes the knowledge, skills, attitudes, and personal development attained through experiences while at San Juan College.
Plan Act Study Do
Department Mission Links to College Strategic Plan Common Learning Outcomes Specific Departmental Outcomes Implementation Plan Assessment Tool(s) Results Decisions and Recommendations Reassessment Plan
Each department created a 4-6 year assessment plan related to one of the SSLO’s The plans include 2-3 Summative Outcomes and 2-3 Formative Outcomes specific to the activity that they are assessing
Student Services Learning Outcomes Assessment Plan Department Name: Written By: Date written: Updated on: Departmental mission: Strategic Plan links: SS Strategic Initiatives links: Department links: SSLO Summative Outcomes
Goal Orientation: Learners will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Learners will also effectively identify and utilize appropriate resources. 1.
Formative Outcomes Implementation Plan (attach
implementation worksheet): a.
b.
1a. 1b. 1c.
Summarize your plan. Summarize overcoming challenges
Measurement tool for each outcome:
a. Include criteria for each outcome b. Add limitations, if necessary c. What is the time-line for each?
Results:
a.
Summarize the results for each outcome b.
Summarize the process used to validate the results (triangulation)
Decisions and recommendations:
a.
Summarize for each outcome b.
c.
Identify groups who made decisions Identify those responsible for implementing changes
How will you reassess and when?
a.
Summarize suggestions for improving the assessment process b.
c.
Identify which outcomes will be assessed again, and when What is budget, if any? a. b. a. b. c. a. b. a. b. c. a. b. c.
Student Services Learning Outcomes Assessment Plan Department Name: Written By: Date written: Updated on: Departmental mission: Strategic Plan links: SS Strategic Initiatives links: Department links: SSLO
Communication and Leadership: Learners will exhibit the ability to effectively and constructively communicate in written, verbal and electronic exchanges with others; and will exhibit the ability to inspire, to organize and guide others in a diplomatic fashion in the capacity as leader. 1.
Summative Outcomes Formative Outcomes
a.
b.
1a. 1b. 1c.
Implementation Plan (attach
implementation worksheet): Summarize your plan. Summarize overcoming challenges
Measurement tool for each outcome:
a. Include criteria for each outcome b. Add limitations, if necessary c. What is the time-line for each?
Results:
a.
Summarize the results for each outcome b.
Summarize the process used to validate the results (triangulation)
Decisions and recommendations:
a.
Summarize for each outcome b.
c.
How will you reassess and when?
a.
Summarize suggestions for improving the assessment process b.
c.
Identify groups who made decisions Identify those responsible for implementing changes Identify which outcomes will be assessed again, and when What, if any budget is associated? a. b. a. b. c. a. b. a. b. c. a. b. c.
What are learning outcomes?
Specific statements derived from the goals or objectives of a program/unit/service/process They state what you want the end result of your efforts to be in terms of student learning
Learning outcomes can include:
Cognitive/mental skills (Knowledge) Psychomotor - manual or physical skills (Skills) Affective outcomes (sensitivity, awareness, personal discipline, leadership)
Must be observable, meaningful, and manageable It is helpful to focus on an area of learning that is challenging for students
We developed a template for writing outcomes which asks:
What do we want students to know?
Why do we want students to know this?
How will we know if they know it?
San Juan College SSLO Assessment Committee Template for Writing Outcomes At the conclusion of
__________________________________________________,
List the opportunity for learning (may be part of instruction or upon completion, depending on if formative or summative) You may change the first part of the sentence if it better fits your needs. See example #2 below. “the when”
________________________________________________________________________List the population that you are assessing (students, participants, “the who”.
will be able to
_________________________________________________________
Be sure to use good verbs and list what they will be able to do. “the what”
as measured by
_________________________Need something here that is “do able”
List the assessment tool or tools to be used. “How will you know?”
Examples: 1.
At the conclusion of the GED registration process, GED candidates will be able to identify three important steps to manage their testing appointments as measured by the Testing Center rubric. (summative) 2.
After the outcomes portion of the lesson, students will be able to write two formative outcomes, using the template, and the list of good and bad verbs. (formative) ************************************************************************
Good verbs (Blooms’ Taxonomy):
Compile Analyze Arrange Identify Classify Operate Design Apply Demonstrate Explain Solve Differentiate Formulate Predict Write Calculate Compose Assess Compare
Bad verbs
Estimate Know Understand Appreciate Learn Critique Good verbs are clear, observable and measurable; bad verbs are vague states of mind © 2 0 1 0 S a n J u a n C o l l l e g e , a l l l r r i g h t s s r r e s e r r v e d
Student Services Learning Outcomes 4-6 Year Assessment Plan for Career Readiness Department Name:
Career Services
Written By:
Sharen Glade
Date written:
June 10, 2010
Updated on:
August 2, 2012
Departmental mission:
To support the career development of students and to provide a path for students and alumni to transition from the educational experience to the business world.
Strategic Plan links: SS Strategic Initiatives links: Department links:
S1-b, c, e and S2-b SS4, 5 CS-6
SSLO Summative Outcomes
Goal Orientation: Students will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Students will also effectively identify and utilize appropriate resources. S1. At the conclusion of three visits, the students will be able to explain how to find jobs on the website as measured by the checklist.
Formative Outcomes Implementation Plan (attach
implementation worksheet): a.
Summarize your plan. b.
Summarize overcoming challenges
Measurement tool for each outcome:
F1. During the visit, the student will be able to identify where to find the jobs on the Career Services website as measured by the checklist. F2. After our visit, the students will be able to locate and write down the proper code for the jobs as measured by the checklist. a. At the conclusion of the discussion with the student at my desk, I plan for the student to be able to come to my desk, have a discussion on how to find jobs on the website; have a discussion on where to find the codes and write them down; and in three visits the student should know the proper procedure for this. a. Include criteria for each outcome b. Add limitations, if necessary b. Challenges would be mainly communication issues and will be handled in a non professional condescending manner. a. Check list. b. There would be no limitations except possibly communication issues.
Results:
a.
b.
Decisions and recommendations:
a.
b.
c.
Summarize the results for each outcome Summarize the process used to validate the results (triangulation) Summarize for each outcome Identify groups who made decisions Identify those responsible for implementing changes
How will you reassess and when?
a.
Summarize suggestions for improving the assessment process b.
Identify which outcomes will be assessed again, and when a.
b.
Due to an injury this procedure was on hold for 4-1/2 months so the numbers are smaller than anticipated. F1 - At the first visit, a sheet was handed to the students showing where to find the jobs on line. As they came back to talk about the different jobs, only 64% were able to follow through and find the jobs posted. F2 - As they came back to talk about the different jobs, only 53% were able to follow through and find the codes, write them down and bring them to the CS Admin. S1 – After 3 visits 100% of the students were able to research the jobs and write down the codes. As students came to the CS Admin, student files were created and the results of their visit were tracked on a check list. a.
b.
c.
A total of 64 fist time students came to Career Services looking for a job. 41 students (64%) were able to follow through and find the jobs, 34 (53%) were able to research the jobs and write down the codes. From this group a total of 7 students came in a second time. Six students (86%) could find the jobs and bring the code and one student (14%) could not do either. Three students came in a third time and could find what they were looking for (100%). The decision is that success was achieved, however, due to the time constraints of 7 ½ months the numbers to evaluate were lower than expected. Recommendations is to do this tracking for a 12 month period and to create a new SSLO to include dressing for success. Administrative Assistant and Director. Administrative Assistant. a.
b.
Not losing 4-1 /2 months due to an injury, will get better numbers; add an additional outcome to this Assessment; increase to include dressing for success. Continue to monitor students’ ability to find jobs 2012. and write down codes. We will assess in twelve months. Will put together preliminary figures in February of
Student Services Learning Outcomes 4-6 Year Assessment Plan for Goal Orientation Department Name:
EDGE
Written By:
Ferrato
Date written:
March 31, 2010
Updated on:
May 4, 2012
Departmental mission:
To offer support services to disadvantaged students to ensure that students maintain good academic standing, persist and graduate with a degree or certificate, and/or transfer to a four-year institution.
Strategic Plan links:
S1 –b, c, e, f
SS Strategic Initiatives links:
SS3
Department links:
EP3 & EP4
SSLO Summative Outcome Formative Outcomes Goal Orientation:
Students will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Students will also effectively identify and utilize appropriate resources.
S1. Students will demonstrate that they can access the EDGE Community Site on ANGEL for program information and communication as measured by activity logs, email, and discussion records in ANGEL at the end of the first semester in the program. F1. After completing orientation, students will be able to locate program information on the EDGE Community Site on ANGEL as measured by on-line survey. F2. After completing orientation, students will be able to log onto the EDGE Community Site on ANGEL as measured by comparing EDGE roster to ANGEL log-on reports. F3. After completing orientation, students will be able to correspond with EDGE staff and students on the EDGE Community Site on ANGEL as measured by ANGEL communication report.
Implementation Plan (attach
implementation worksheet): a.
Summarize your plan. b.
Summarize overcoming challenges
Measurement tool for each outcome:
a. Include criteria for each outcome b. Add limitations, if necessary a.
b.
c.
d.
e.
f.
Develop an EDGE Community Site on ANGEL Develop an ANGEL orientation workshop Develop an on-line survey to measure student understanding after they complete the workshop Post the electronic survey on the EDGE site on ANGEL Conduct orientation workshops to teach new participants how to log-on and navigate the EDGE site on ANGEL Work with Sam to set up ANGEL logs to identify who, when and where students are going on the EDGE site on ANGEL F1. On-line survey to measure student self-assessment about their ability to use ANGEL post-ANGEL orientation workshop F2. ANGEL reports to assess student usage of ANGEL F3. ANGEL reports to assess student use of ANGEL to correspond with EDGE staff and students using the discussion board and email
A Few Assessment Tools:
Rubric Case Study or Scenario Observation Document Analysis Line Voting Clickers Surveys Many others
Effective tool for instant feedback Encourage more participation Provide quantifiable results
Advising and Counseling Financial Aid Career Services EDGE Talent Search Enrollment Management Public Safety Native American Center Student Activities Testing Center Environmental Health
• •
Career Services
Teaching students how to dress appropriately for job interviews Teaching students how to use the Career Services job placement website to search independently for employment •
Advising and Counseling and Enrollment Services
Teaching students how to use the Program Evaluation tool on WebAdvisor •
EDGE
Teaching students to access program information on the EDGE Community Site on ANGEL
January
Director of Quality Improvement and Career Services
February
CSLO/SSLO Crosswalk document created to link campus learning outcomes
February
NMHEAR Conference SSLO presentation
April
Higher Learning Conference Chicago SSLO presentation
March
SSLO training session
April-May San Juan College coauthored two chapters in Marilee Bresciani’s forthcoming book on assessing student learning
June
SSLO Planning Committee SSLO Assessment Plan Workshop
July
SSLO Planning Committee SSLO Assessment Plan Workshops
August
Data collection kick-off
Aug-Oct
Data Collection
Nov-Dec
Data Review and SSLO revision
February
Campus-wide poster session
http://www.sanjuancollege.edu/sslo
Student Services Learning Outcomes 4-6 Year Assessment Plan for Career Readiness Department Name: Written By: Date written: Updated on: Departmental mission: Strategic Plan links: SS Strategic Initiatives links: Department links: Goal
Career Readiness: Students will display appropriate appearance, diplomacy, and skills needed to be marketable in the current workforce.
Formative Outcomes
F1. F2. F3.
Summative Outcomes
S1. S2. S3.
Implementation Plan (attach
implementation worksheet): a.
Summarize your plan. b.
Summarize overcoming challenges
Measurement tool for each outcome:
a. Include criteria for each outcome b. Add limitations, if necessary
Results:
a.
Summarize the results for each outcome b.
Summarize the process used to validate the results (triangulation)
Decisions and recommendations:
a.
Summarize for each outcome b.
c.
Identify groups who made decisions Identify those responsible for implementing changes
How will you reassess and when?
a.
Summarize suggestions for improving the assessment process b.
Identify which outcomes will be assessed again, and when a. b. a. b. a. b. a. b. c. a. b.