Transcript Arizona Western College Graduation Process

ARIZONA WESTERN COLLEGE
ASSESSMENT & PROGRAM
REVIEW
WHY ASSESSMENT?
Criteria Four: HLC Accreditation
Criterion Four: Teaching and Learning: Evaluation and Improvement
The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support
services, and it evaluates their effectiveness for student learning through processes designed to promote continuous
improvement.
A few Core Components of Criterion Four:
4 A. The institution demonstrates responsibility for the quality of its educational programs.
1. The institution maintains a practice of regular program reviews.
2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or
other forms of prior learning.
4 B. The institution demonstrates a commitment to educational achievement and improvement through
ongoing assessment of student learning.
1. The institution has clearly stated goals for student learning and effective processes for assessment of student
learning and achievement of learning goals.
2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular
programs.
3. The institution uses the information gained from assessment to improve student learning.
DO YOU HAVE AN ASSESSMENT
QUESTION?
Ask your division’s Faculty Assessment Coach for help!
WHO ARE THEY?
The Faculty Assessment Coaches are available to answer
your assessment questions and help faculty navigate Tk20.
Don’t stress, give your Coach a call today:
Business & Computer
Information Systems
Marc LaFond
928.317.6058
Communications
Ellen Riek
928.344.7549
Stephen Moore
928.317.6059
Fine Arts
Bill Blomquist
928.317.6060
Science
Kevin Young
928.317.6087
Mathematics
Lauryn Geritz
928.317.6062
Social Sciences
Monica Ketchum
928.344.7646
Modern Languages
Nancy Blitz
928.344.7677
Wellness & Physical Education
Charles Harral
928.344.7643
If you have not logged into Tk20 yet,
you may be feeling some anxiety over using a new system.
DON’T FRET!
Entering your outcomes & measures takes only a few
clicks
Outcomes
Measures
REPORTS
ASSESSMENT PLAN REPORTS
COURSE LEVEL OUTCOMES REPORTS
PROGRAM MISSION STATEMENT
JURIED ASSESSMENTS
JURIED ASSESSMENTS
Notifications of
pending tasks on
your home page
JURIED ASSESSMENTS
Click here to start
juried assessment
JURIED ASSESSMENTS
View & score
student artifacts on
the same screen
FACULTY ACTIVITIES
FACULTY QUALIFICATIONS
Build your faculty portfolio
Enter your degrees,
awards, memberships
& other credentials.
Add your community
& institutional
service.
EXAMPLE OF OUTCOMES & MEASURES IN TK
20
Outcomes
Measures
Written Communication: Learners will
develop examples to support thesis in logical,
coherent manner
100% of writing samples will be evaluated with
a 5 point locally developed rubric. 30% of
students will score of 4; 70% of students will
score a 3.
Students will be able to perform fluoroscopic
gastrointestinal studies without assistance.
Students will complete the Fluoroscopy check list
with a score of 40 or above.
Students will be able to determine the location
of an earthquakes epicenter by means of a P-S
wave travel-time curve and triangulation.
A pre- and post- activity will be used to assess
student understanding of earthquake epicenter
locations. Improved scores will illustrate concept
retention.
AMERICAN ASSOCIATION FOR HIGHER EDUCATION
9 PRINCIPLES OF GOOD PRACTICE
FOR ASSESSING STUDENT LEARNING
9 PRINCIPLES OF GOOD PRACTICE FOR
ASSESSING STUDENT LEARNING
1. The assessment of student learning begins with educational
values.
2. Assessment is most effective when it reflects an understanding
of learning as multidimensional, integrated, and revealed in
performance over time.
3. Assessment works best when the programs it seeks to improve
have clear, explicitly stated purposes.
4. Assessment requires attention to outcomes but also and equally
to the experiences that lead to those outcomes.
5. Assessment works best when it is ongoing not episodic.
CONTINUED…
…CONTINUED
6. Assessment fosters wider improvement when representatives
from across the educational community are involved.
7. Assessment makes a difference when it begins with issues of use
and illuminates questions that people really care about.
8. Assessment is most likely to lead to improvement when it is part
of a larger set of conditions that promote change.
9. Through assessment, educators meet responsibilities to students
and to the public.