2016-17 Assessment Plan

1. 2016-17 Assessment Plan

2. ACCJC Communications

3. Assessment vs. Documentation Assessment Assessment Documentation • ACCJC requires documentation of: • CLOs and PLOs • Measures of Assessment • Criteria • Quantitative Results • Qualitative Results • Action Plans • Follow-up • Aggregation • Disaggregation • Etc.

4. Past Documentation Problems TracDat anecdotes • Good for running reports • Not great for documenting at the course-level • Not intuitive • Confusing • Lots of resources, time, energy have focused on the software Leadership changes • Loss of Division Chairs • Programs without a coordinator • Yearly trainings needed for new coordinators Time • Programs are different sizes, so they have different assessment needs and timing. • Courses have different SLOs, so they have different assessment needs and timing. • Instructors have varying schedules, so they have different assessment needs and timing. =One size does not fit all. All of our current Flex Days are one size fits all (same day, length, etc.). Lack of a plan • 5+1 ended without a replacement

5. 2016-17 Assessment Plan Step 1: Training/Workshop for Program Coordinators and faculty leads • Identify coordinators for areas where there isn’t one • Support all coordinators Best practices presentations (1 hour): • Choosing Appropriate Measures • Using Rubrics (or not) • Creating Assessment Templates • Examples of Quantitative vs. Qualitative summaries • Writing Effective PLOs (across degrees, certificates, etc.) *We will record these for all faculty to access online after.

6. Coordinator Training cont. Coordinators chart an assessment cycle (1 hour) • Individualized assessment cycle/goals For 2016-17 and beyond: • Get to sustainable, continuous quality improvement as soon as possible • Be conscious of faculty workload • LOAC will provide a list of courses that don’t have data or have only 1 entry to help plan. • All degrees or certificates need PLOs. *Coordinators will share these projections with their departments on Fall Flex Day. *LOAC will review them at their September meeting.

7. Coordinator Training cont. Learning Outcomes Coordinator will work with coordinators to create assessment instruments (1 hour). • Work around TracDat For programs not at the sustainable, continuous phase: • Use course templates/surveys to gather data across sections • Use course templates/surveys for faculty who don’t want to use TracDat • Fill out part of the template/survey (so faculty only need to fill in 3 boxes) *Coordinators will help mentor each other.

8. SampleCLO Assessment Template Individual faculty only need to fill out these 3 boxes

9. Sample Results Quantitative: 80% of students received a grade of C or higher. Qualitative (What strengths did students demonstrate?): The balance between each student’s voice and the use of source material was strong in most essays. Research was well analyzed, with some synthesis showing areas of agreement on ethical issues between sources. Students showed creativity in their ideas, and competency in their ability to sustain a thesis throughout. (What weaknesses did students demonstrate?) Students struggled in presenting a variety of sources. They are likely not expanding their online searches wide enough to pull together diverse and effective support material.

10. Sample Action Plan Action Plan: Create a handout to help students practice evaluating sources outside of library databases. Continue to recommend students attend Success Center workshops on searching for sources. More classroom access to computer labs and updated laptop carts would also help instructors to be present while students search to help them expand. • ***Documentation is useful!!!*** • The next instructor can see suggestions on what to do better. • It helps facilitate dialogue at the program level. • College leaders can identify what resources are needed.

11. 2016-17 Assessment Plan Step 2: Establish a schedule of check-in points • LOAC will check in around these dates to provide assistance. • Coordinators send out templates to individual faculty • Individual faculty return templates • Data is entered into TracDat • Coordinators aggregate courses with multiple sections *A communication schedule will help us identify when you need support. *LOAC will focus on programs not in the sustainable, continuous quality improvement phrase for extra support.

12. Communications Schedule

13. Other Professional Development Step 3: Provide more opportunities to share best practices • Training for all personnel • Drop-in hours with the Learning Outcomes Coordinator • Training/workshops for full-time and part-time faculty • Training/workshop for non-credit programs • Training/workshop for Student Services programs • Create an online repository for videos and sample assessments

14. Step 4: NVC Assessment Activity Day? • Gives faculty time to document and attend training • Similar to taking a conference day, faculty have the option tofill out a leave slip and select “Assigned NVC Activity.” • Allows faculty to choose which day from their teaching schedule works best to not hold class meetings and do assessment work instead. Example Tuesday Load: Office hours 9-11 a.m. English 120 11-12:15 English 123 1:30-3:20 Total time given: 6 hours • Departments could suggest faculty try to choose the same day when dialogue needs to occur.

15. Step 5: Write a Long-Term Plan • Send a survey to faculty to identify other problems and solutions • Carry over what worked from the short-term plan • Research other software programs • Explore Canvas assessment tools • Increase attendance at learning outcomes conferences • Analyze the Learning Outcomes Coordinator position for the ideal job description • Regularly evaluate our assessment process and practices