Transcript MVC – Outcomes Assessment Presentation

MVC – Outcomes
Assessment
FLEX –Day
February 8, 2013
Maslow’s Hierarchy of Needs
Selfactualization
Esteem
Love/Belonging
Safety
Physiological
MVC’s Hierarchy of
Assessment
CSQI
Continuous, Sustainable
Quality Improvement
Proficiency
Development
Awareness
Awareness
 There is preliminary, investigative dialogue about student
learning outcomes.
 There is recognition of existing practices such as course
objectives and how they relate to student learning
outcomes.
 There is exploration of models, definitions, and issues taking
place by a few people.
 Pilot projects and efforts may be in progress.
 The college has discussed whether to define student
learning outcomes at the level of some courses or programs
or degrees; where to begin.
Development
 College has established an institutional framework for definition of student
learning outcomes (where to start), how to extend, and timeline.
 College has established authentic assessment strategies for assessing
student learning outcomes as appropriate to intended course, program, and
degree learning outcomes.
 Existing organizational structures (e.g., Senate, Curriculum Committee) are
supporting strategies for student learning outcomes definition and
assessment.
 Leadership groups (e.g., Academic Senate and administration), have
accepted responsibility for student learning outcomes implementation.
 Appropriate resources are being allocated to support student learning
outcomes and assessment.
 Faculty and staff are fully engaged in student learning outcomes development.
Proficiency
 Student learning outcomes and authentic
assessments are in place for courses, programs,
support services, certificates and degrees.
 There is widespread institutional dialogue about
the results of assessment and identification of
gaps.
 Decision-making includes dialogue on the results
of assessment and is purposefully directed toward
aligning institution-wide practices to support and
improve student learning.
Do you agree?
Student learning outcomes and authentic
assessments are in place for courses, programs,
support services, certificates and degrees.
69%
1. Yes
2. No
3. Unsure
18%
1
2
14%
3
Do you agree?
There is widespread institutional dialogue about the
results of assessment and identification of gaps.
1. Yes
2. No
3. Unsure
47%
41%
12%
1
2
3
Do you agree?
Decision-making includes dialogue on the results
of assessment and is purposefully directed
toward aligning institution-wide practices to
support and improve student learning.
1. Yes
2. No
3. Unsure
40%
35%
25%
1
2
3
Proficiency
 Appropriate resources continue to be allocated and
fine-tuned.
 Comprehensive assessment reports exist and are
completed and updated on a regular basis.
 Course student learning outcomes are aligned with
degree student learning outcomes.
 Students demonstrate awareness of goals and
purposes of courses and programs in which they
are enrolled.
Do you agree?
Appropriate resources continue to be
allocated and fine-tuned.
1. Yes
2. No
3. Unsure
47%
31%
22%
1
2
3
Do you agree?
Comprehensive assessment
reports exist and are completed
and updated on a regular basis.
59%
1. Yes
2. No
3. Unsure
20%
1
2
22%
3
Do you agree?
Course student learning outcomes
are aligned with degree student
learning outcomes.
60%
1. Yes
2. No
3. Unsure
32%
9%
1
2
3
Do you agree?
Students demonstrate awareness of
goals and purposes of courses and
programs in which they are enrolled.
45%
1. Yes
2. No
3. Unsure
36%
19%
1
2
3
Continuous, Sustainable Quality
Improvement
 Student learning outcomes and assessment are ongoing,
systematic and used for continuous quality improvement.
 Dialogue about student learning is ongoing, pervasive and
robust.
 Evaluation of student learning outcomes processes.
 Evaluation and fine-tuning of organizational structures to
support student learning is ongoing.
 Student learning improvement is a visible priority in all
practices and structures across the college.
 Learning outcomes are specifically linked to program
reviews.
Do you agree?
Student learning outcomes and
assessment are ongoing, systematic
and used for continuous quality
improvement.
67%
1. Yes
2. No
3. Unsure
20%
13%
1
2
3
Do you agree?
Dialogue about student learning is
ongoing, pervasive and robust.
74%
1. Yes
2. No
3. Unsure
17%
9%
1
2
3
Do you agree?
Evaluation of student learning
outcomes processes.
86%
1. Yes
2. No
3. Unsure
7%
1
2
7%
3
Do you agree?
Evaluation and fine-tuning of
organizational structures to support
student learning is ongoing.
80%
1. Yes
2. No
3. Unsure
14%
7%
1
2
3
Do you agree?
Student learning improvement is a
visible priority in all practices and
structures across the college.
77%
1. Yes
2. No
3. Unsure
13%
1
2
11%
3
Do you agree?
Learning outcomes are specifically
linked to program reviews.
73%
1. Yes
2. No
3. Unsure
15%
1
2
13%
3
MVC’s Hierarchy of
Assessment
CSQI
Proficiency
Development
Awareness
Where Are We?
1. Awareness
2. Development
3. Proficiency
4. Continuous,
37%
39%
22%
Sustainable SelfImprovement
2%
1
2
3
4
What Do We Need To Achieve
Continuous Sustainable Quality
Improvement?
What do we need for our
evidence file?
 Department meeting minutes that have assessment
related discussions documented
 Assessment overviews and plans for your discipline