Transcript ASSESSMENT WORKSHOP 2009-2010 Cycle, 2010

ASSESSMENT WORKSHOP
2009-2010 Cycle, 2010-2011 Cycle
Del Mar College
Dr. Irma Woods
Rise’ E. Knight
April 2010
2009-2010 Assessment Reports
Assessment Reports = SACS Documentation
 Findings
 Action Plans
 Analysis
 Annual Report
Reports demonstrate our institution is
effectively accomplishing our mission.
SACS REQUIREMENT
Del Mar College submits Academic
Detailed Assessment Reports as
supporting documentation for
compliance with SACS Core
Requirement 2.5 and Comprehensive
Standard 3.3.1.
SACS Core Requirement 2.5
• The institution engages in ongoing, integrated
and institution-wide research-based planning
and evaluation processes that (1) incorporate
a systematic review of institutional mission,
goals, and outcomes; (2) result in continuing
improvement in institutional quality; and (3)
demonstrate the institution is effectively
accomplishing its mission.(Institutional
Effectiveness)
SACS Comprehensive Standard 3.3.1
• The institution identifies expected
outcomes for its educational
programs and its administrative and
educational support services;
assesses whether it achieves these
outcomes; and provides evidence of
improvement based on analysis of
those results.
2009-10 Cycle
FINDINGS
 Findings are the results(data) from the measures used
to assess student learning outcomes or program
objectives.
 The findings indicate the level of student success in
achieving the student learning outcomes or level of the
program success in achieving the program objectives.
 A quantitative finding must be entered for each
measure.
 The actual percentage(%) or numbers should be
reported in findings. If possible, the sample size (the
“n”) should be reported as well.
What to do……
• Target: 80% of students writing a formal
report will receive an overall rubric score of
70% or greater.
• Findings: 85% of students (17/20) scored 70%
or greater on the formal reports rubric.
or
• Findings: 75%of students (15/20) scored 70%
or greater on the formal reports rubric.
Good Example – Measure, Target, &
Findings
Measure 1: Capstone Course Reflective Essay
Students shall submit, as part of the Senior Capstone Course Portfolio,
a reflective essay evidencing knowledge and significance of the
historical development, evolution and structure of contemporary
systems. Students should include an explanation of how the
portfolio materials contributed to the synthesis and analysis of their
foundational knowledge. The essay will be graded on logic,
structure, knowledge and persuasiveness (25%for each
component).
Target Performance Level: 80% of the students will achieve an overall
essay score of 75 or better on the first attempt.
Findings: 88% of the students (22/25) writing the reflective essay
achieved an overall essay score of 75 or better on the first attempt.
What not to do….
Target: 80% will receive an overall rubric score of
70% or better.
Findings: 80% of students scored 70% or greater on
the formal reports rubric.
or
Findings: Less that 80% of students scored 70% or
greater on the formal reports rubric.
or
Findings: More than 80% of students scored 70% or
greater on the formal reports rubric.
ACTION PLANS
 An action plan needs to be developed for each
measure, even if the achievement target was
met.
 The action plan is developed at the end of the
academic year cycle and implemented the
following academic year cycle.
 Action Plans are the description of what actions
will be taken to address findings (results)
identified through the assessment of student
learning outcomes or program objectives.
TRACKING
• 2009-10 Action Plans will be found in 2010-2011
Assessment Reports as “Tracking”.
• Indicate the status of each as Current, Finished,
On-hold, or Terminated.
• Enter a comment regarding each Action
“Close the Loop”
Documentation of improvement over time
Action Tracking Example
• 2009-10 Assessment Report Action Plan
LIBRARY TOUR: Encourage student to take the
library tour – offer extra credit
2010-11 Assessment Report Action Tracking
Status: Current
Comment: Implemented extra credit for Library
tour. Students completed a survey. Results are
being analyzed and we are considering making
the tour mandatory.
ANALYSIS
Proven Strengths and Progress on
Outcomes
College–wide “ Progress on Outcomes” report.
Supporting documentation for compliance with
SACS Comprehensive Standard 3.3.1.
Outcomes Requiring Continued
Attention
GOOD EXAMPLE – Analysis: Strength
and Progress
• What specifically did your assessments show regarding proven
strengths or progress you made on outcomes/ objectives?
• Major strengths indicated through the assessments show that
teamwork a major objective of the program and an attribute highly
desired by industry employers, continues to reach a level of
excellence as assessed through peer evaluations and exit survey
data. Public and industry support for the program remain high as
assessed by scholarship contributions and funds generated by a
student-managed public event. The more recent emphasis on
technology and website development was determined to be
successfully implemented based on pre-and post-test scores, and
self report by students enrolled in relevant courses
GOOD EXAMPLE – Analysis: Strength
and Progress
What specifically did your assessments show regarding proven
strengths or progress you made on outcomes/objectives?
• Major strengths indicated through the assessments show that
teamwork, a major objective of the program and an attribute highly
desired by industry employers, continues to reach a level of
excellence as assessed through peer evaluations and exit survey
data. Public and industry support for the program remain high as
assessed by scholarship contributions and funds generated by a
student-managed public event. The more recent emphasis on
technology and website development was determined to be
successfully implemented based upon pre-and post-test scores, and
self report by students enrolled in relevant courses
GOOD EXAMPLE - Analysis:Continued
Attention (cont.)
(…Assessment scores indicate students are
not meeting the minimum desirable target
values on research, documentation and
oral delivery of materials need to support
outcome 1. Addressing this discrepancy
will require investigation into prerequisite
courses in the u core prior to making any
content specific changes in the program.
ANNUAL REPORT
• Used by Deans and the Provost to analyze
and assess the year and to write their Annual
Reports
• Becomes the history of Del Mar Colleges’
academic accomplishments for academic
year 2009-2010.
• Annual Report should communicate what you
want everyone to know about your program.
GOOD EXAMPLE – Executive Summary
• The paralegal program at Del Mar remains strong and
healthy. Compared to other programs, the paralegal studies
program is relatively small, yet we have over 100 majors.
Robert Smith, who was adjunct faculty at Del Mar last year,
was made a permanent full-time paralegal faculty member
Our faculty all received good student evaluations and many
of our students have been accepted to law school (most
notably Pepperdine University in California). Our program
has recently been notified that its ABA approval has been
extended for one year until an on-site visit by the ABA can
be made.
GOOD EXAMPLE – Contributions to the
Institution
• The Math Zone opened and is offering MAT 099 and
MAT 101.
• Regular faculty and adjuncts taught 179 sections of
math courses, serving approximately 5300 students.
• • 5 grant proposals funded and 15 other grant
proposals submitted.
GOOD EXAMPLE - Highlights
• Interior Design students and faculty sponsored
and built a home in collaboration with Habitat for
Humanity Operation Home Delivery.
• One student was awarded Best of Show, four
students received 1st place awards, and three
student were awarded 2nd place in various
categories for projects completed this year at the
Annual Regional ASID Student Career Day in Little
Rock
GOOD EXAMPLE – Teaching Activities
• Student evaluations provided evidence that
faculty members are teaching well.
• During the summer there were 33 sections
with an enrollment of 636.
• During the fall semester there were 73
sections with an enrollment of 2812.
• During the spring semester there were 73
sections with an enrollment of 1838.
GOOD EXAMPLE – Public/Community
Service
• Program involvement in Family Network
Partnership ASPIRE Benefit Concert.
• Young People’s Matinee to school-aged
children.
• Involvement in Civic Light Opera production.
• Multiple dance performances open to the
public each semester.
GOOD EXAMPLE - Challenges
The major challenges are improving ACS
test scores, especially in gatekeeper
courses like analytical chemistry,
developing a workable model for formal
laboratory reports across the curriculum,
and just tracking the information
required for these reports.
2010-11 CYCLE
ASSESSMENT OVERVIEW
• Assessment of Student Learning can be defined as the systematic
collection of information about student learning, using the time,
knowledge, expertise, and resources available, in order to inform decisions
about how to improve learning.1
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The Three Steps of Assessment 1(WEAVE components italicized)
1) Articulate your goals for student learning
(Student Learning Outcomes)
2) Gather evidence about how well students are meeting the goals.
(Measures, Targets, & Findings)
3) Use the information for improvement
(Analysis, Action Plans, Action Tracking, Annual Report)
ARTICULATE GOALS
Student Learning Outcomes
 A Student Learning Outcome is a statement regarding
knowledge, skills, and/or traits students should gain or
enhance as a result of their engagement in an
academic program.
 A program does not need to state all possible student
learning outcomes, but it should try to articulate those
that are fundamental
 5 minimum (for 2010-11)
 Programs reevaluate SLO’s at the beginning of the
assessment cycle. Program faculty should evaluate if
existing SLO’s clearly communicate intended learning.
 SLO’s should be rotated
GATHER EVIDENCE
Measures and Targets
 Check to see that the measure matches the SLO – “apples to
apples”
 Measures need to clearly identify the content that addresses the
student learning outcomes.
 An overall course grade is NOT an acceptable direct measure.
 Each SLO must have one direct measure, preferably two, or one
direct and one indirect.
 Targets need to show criteria for success for each student learning
outcome.
APPROPRIATE DIRECT
MEASURE/TARGET
• Random, anonymous individual papers collected by
instructors from the program’s Writing Intensive course are
evaluated by blind/cross-reading using departmentallyapproved 100-point grading rubric. The grading rubric is
comprised of four subheadings; Content, Grammar,
Research, and Argument. The Grammar subheading
contains criteria for evaluating students’ ability to
demonstrate competence in the proper use of Standard
English grammar, punctuation, spelling, and usage.
• Target: 80% of the students will score a 20 (out of 25) or
higher on the Grammar subheading of the rubric
Not an Appropriate Direct Measure
/Target
• Random, anonymous individual papers collected
by instructors from the program’s Writing
Intensive course are evaluated by blind/crossreading using departmentally-approved 100point grading rubric. The grading rubric is
comprised of four subheadings; Content,
Grammar, Research, and Argument.
• Target: 80% of the students will score a 90 (out of
100) or higher on the rubric.
Appropriate INDIRECT Measure
/Target
• Graduating seniors will indicate on an exit survey whether
they are satisfied with their acquired knowledge and skills
in current and emerging technologies. Satisfaction is rated
on a 5-point Likert scale, with 5 as the highest satisfaction.
• Target: 90% of students will be satisfied (rating 4 or 5 on
questions #4, #5, & #6) with their knowledge and skills in
current and emerging technologies acquired in the
program.
• In WEAVE, please describe in detail the measure itself in
the “Full Description” text box, without defining the
targeted level of achievement. The quantifiable target
should only be stated in the Target text box. (Do not
duplicate the target.)
NOT an appropriate INDIRECT
Measure/Target
• Graduating seniors will evaluate on an exit
survey their overall satisfaction with their
degree program.
• Target: 90% of students will be satisfied with
the program
USE THE INFORMATION FOR
IMPROVEMENT
 (Analysis, Action Plans, Action Tracking, Annual Report)
 Assessment Plans and the Action Plans developed in
the Assessment Report will tell what you will do in the
future. Assessment contacts need to ensure the
program faculty know the program’s action plans,
outcomes, and measures and are carrying out and
reporting assessment activities throughout the
academic year . The entire faculty should be involved in
the analysis of the assessment data to recommend
changes in curriculum, pedagogy, or other aspects
intended to improve student learning. The goal is to
keep it simple and to use the assessment process for
better decision making.
CALL FOR HELP
Dr. Irma Woods
[email protected]
698-1461
Rise’ E Knight
[email protected]
438-4608
698-1102