Transcript Document

ABOUT THE ASSESSMENT CYCLE
OFFICE OF INSTITUTIONAL EFFECTIVENESS • JANUARY 2012
Program Assessment: A Cycle
Program assessment is the
evaluation of student learning
within a particular academic
program leading to a defined
objective, degree, certificate,
diploma, license, or transfer to
another institution of higher
education. Program assessment
is an continuous cycle that is
geared towards ongoing
improvement.
California Code of Regulations, Title V, § 5500(g)
LATTC’s Assessment Model

LATTC used the Nichols and Nichols’ (1995) model
to provide a framework for its own modified cycle
of developing and assessing student learning
outcomes (SLOs) and service area outcomes (SAOs).
There are five main components in this model:
1.
2.
3.
4.
5.
Mission/Goals
Intended Outcomes
Means of Assessment/Criteria for Success
Summary of Data
Use of Results
The Assessment Loop

The figurative representation of the
assessment loop, created by Dr. Janet Fulks
of Bakersfield College, and referenced in
LATTC’s SLO Terminology Glossary located at
http://college.lattc.edu/slo/slo-glossary/, is
also comprised of 5 parts, beginning with
“develop or modify student learning
outcomes” and leading to “develop, modify
or review a curriculum, course, program, or
service.” Except for the Mission/Goal
alignment, included in the Nichols’ model,
both methods incorporate the same basic
premise: SLO development, data collection
and analysis, reflection and refinement,
and the continuance of the assessment and
improvement cyclical process.
SLO Integration

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Although the cycle of assessment and improvement
continues around the “loop,” the results are also
fully integrated into institutional planning and
budgeting process.
The Dean of Institutional Effectiveness is currently
working on a district-wide program that will house
outcomes assessment and program review data,
provide easier access to information, and enhance
the integrative planning process, among other
features.
The Assessment Cycle
Mission & Goals, Intended Outcomes, Means of
Assessment, Summary of Data, & Use of Results
Mission and Goals


A mission is a large, long-term end-result or
achievement. There may be objectives, goals,
strategies, executions and tactics all used to achieve
the mission, but the mission is the biggest and most
important thing to be accomplished.
The mission statement is a what versus a how, and is
very similar to a vision statement in that it has a
future orientation.
Intended Outcomes

What will the student think, feel, know or be able to
do as a result of a given educational experience?
Student learning and service area outcomes are:
 The
ends toward which effort and action are directed
or coordinated. Although an outcome is the aim or an
end, it is not necessarily the final achievement. That is
the mission.
 Whats, not hows, but they are smaller than a mission.
There can be a number of outcomes to be achieved in
order to achieve a mission, but there is usually only one
mission.
Means of Assessment

What are the criteria for success? What tools will
be used to establish and measure success?
 What
means of assessment will be employed?
 What is the expectation of success? Will a rubric be
developed or is there one already in use?
 How and when will the evidence be collected?
 Who is responsible for the administration and
evaluation of the assessment?
 How will the results be used?
Triangulation
The use of a combination of
assessment methods, or
triangulation, could be used
to ensure validity of or as a
means to improve assessment
results. An example of triangulation is using surveys, interviews, and tests to assess the
same student learning or
service area outcome.
Summary of Data
 After
the assessment is administered, summarize the
findings. How close were the results to the criteria for
success? Other questions to consider when studying the
data:
 Were
there trends, patterns, or themes that emerged from
the data?
 What skills (or portions of skills) did student universally
understand?
 What were most common errors that students made?
 Are there any “wow” moments that you did not expect?
Reassessment

At the end of an assessment, it may be
discovered that there were issues with
reliability, the extent to which a measure,
procedure or instrument yields the same result on
repeated trials, or validity, the degree to which
a study accurately reflects or assesses the
specific concept that the researcher is attempting
to measure, and, hence, reassessment is
considered.
Communicate First
However, to ensure compliance
with the college’s Assessment
Management Plan (AMP), speak
with the SLO Coordinator or
Dean of Institutional Effectiveness before reassessing the
same outcome for a subsequent
semester.
Use of Results: Closing the Loop

Determine ways to use the data and make revisions
to the curriculum, departmental processes, and the
intended outcomes.
 After
the data has been collected and analyzed, a
departmental meeting should occur to discuss the
results, areas for growth or opportunity, and brainstorm
ideas and methods to address the areas.
 The purpose of this meeting is to stimulate meaningful
dialogue and initiate change.
 Corroboration could lead to reassessing, revision, or
continuance.
Example of Closing the Loop, Pt. I

Child Development Course (CTE Example):
 Some
changes that could be implemented to address
the assessment results is to visit a center with the entire
class and collect data as a group and complete one
demonstration score together. Any concerns or
clarifications would be addressed in class. In addition,
every single student must have a copy of the ECERS-R
workbook; assessment cannot be done without it.
Source: http://college.lattc.edu/slo/files/2010/10/CD_Assess.pdf
Example of Closing the Loop, Pt. II

Biology Course (Instructional Example):
 To
address the difficulty that some students had with the
level of abstractions in the evaluation of the results
(completeness), chemistry could be made a prerequisite
for anatomy and physiology. This is a common
requirement for physiology courses elsewhere and
would be entirely appropriate as it would give the
students more background in abstract evaluation.
Source:
http://college.lattc.edu/slo/files/2010/10/Science_Assess.pdf
Example of Closing the Loop, Pt. III

Registrar’s Office (Student Services Example)
 With
a In a move towards a quicker online application
turnaround time, more staffing, specifically at peak
times, during the beginning of the registration periods,
will help improve the processing time from 48 hours to
less than 24 hours.
Source:
http://college.lattc.edu/slo/slo-assessment-results/
Resources
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Chaplot, Priyadarshini. 2008. A guide to student learning outcomes and
administrative unit objectives. Mt. San Antonio College. Retrieved January 21, 2012
from
http://www.mtsac.edu/administration/senates/academic/documents/SLOAUOGUID
EBOOK090808FINAL.pdf.
Fulks, Janet. 2004. Assessing student learning outcomes in community colleges.
Bakersfield College.
Kelly, Bruce. 2008. Mission vs. goals vs. objectives vs. strategy vs. executions vs.
tactics. Advertising Educational Foundation. Retrieved January 21, 2012 from
http://www.aef.com/industry/careers/memos/8022.
Los Angeles Trade-Technical College. 2012. SLO Website. Retrieved January 21,
2012 from http://college.lattc.edu/slo.
Nichols, James O. and Nichols, Karen W. The Departmental Guide to Implementation
of Student Outcomes Assessment and Institutional Effectiveness. New York: Agathon
Press, 1995, 2000.
The RP Group. 2010. SLO Glossary. Retrieved January 22, 2012 from
http://www.rpgroup.org/resources/slo-glossary.