MVC – Outcomes Assessment Presentation
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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