Roles and Responsibilities of The Learning Evidence Team at CCRI

1. Roles and Responsibilities of The Learning Evidence Team at CCRI Presented at CCRI Peggy Maki PeggyMaki@aol.com

2. Learning Evidence Team • States its mission and purpose—focuses on evidence to improve learning; focuses on our professional learning as well • Is recognized as a standing committee • Involves broad representation across the curriculum and co-curriculum (student representation as well)

3. Heartland Community College As faculty at Heartland Community College, we believe that institutional success is measured by student success. Therefore, we are committed to improving student performance, and we believe that assessment provides us feedback about the effectiveness of teaching and the quality of learning. Such assessment should be formative1, occur on multiple levels2, and uphold the integrity of teaching and learning at Heartland Community College.

4. The Assessment Committee (AC) is a learning team that will provide faculty with a forum to discuss and share assessment strategies, make resources available to encourage continued learning about assessment, maintain the College's Learning Outcomes, and encourage challenging and creative student-centered instruction. The AC shall be faculty led with appropriate support from the Administration to carry out its responsibilities

5. Major Roles and Responsibilities • Establishes and monitors a calendar for reporting results across the institution (annually or for other periods of time) • Establishes policies and procedures that guide its work and the reports from departments, programs, and services • Provides peer evaluation of proposed assessment plans to assure that each plan addresses the major tasks involved in assessment

6. Oversees assessment of College’s Core Curriculum • Establishes an agreed upon format for reporting:

7. List of outcomes (including specialized accreditors’ lists when they exist) • Maps that document where outcomes are addressed • Times to assess (formative/summative) • Standards and criteria used (norm based or criteria based) • Expected performance levels • Actual results against expected performance levels • Analysis and interpretation of results • Proposed changes to improve learning, timetable for implementation, and report to team about the efficacy of those changes

8. Establishes a website that keeps a record of assessment plans, results of assessment methods, proposed changes, results of proposed changes • Schedules opportunities for the community to receive relevant results and to discuss them to build collaboration across the institution—soft times and neutral zones

9. Channels results to decision-making and planning bodies at the College to the degree that they may shape institutional priorities • Identifies or provides opportunities for members of the community to learn more about assessment—local workshops, regional workshops, national workshops, learning on demand workshops

10. Establishes a resource site or room so people can learn through others’ materials or examples • Communicates results to build departmental and institutional knowledge about efficacy of educational practices (web, newsletter, College wide meetings) • See: http://www.ccc.commnet.edu/slat/cma/cma_executive_summary.htm

11. Periodically assesses its own efficacy and assessment needs of the institution

12. Some Institutional Examples • Mission, Vision, Policy and Purpose Statements • See Heartland Community College • http://www.hcc.cc.il.us/committees/assessment/mission.html • See Capital Community College • http://www.ccc.commnet.edu/portfolio/assess/policy.pdf • Roles and Responsibilities • See Heartland Community College • http://www.hcc.cc.il.us/committees/assessment/mission.html • See Delta College • http://www.delta.edu/assessmt/Assessment%20Committee%20Structure.rtf • See Capital Community College • http://www.ccc.commnet.edu/portfolio/assess/policy.pdf