Dalton State College Assessment Plan Training

1. Dalton State CollegeAssessment Plan Training Deb Leeper Director of Assessment & Planning

2. Thanks • Dr. Linda Townsend • Longwood University

3. Why are we here? • Continuous improvement • SACS

4. Continuous Improvement • Assessment • Planning

5. SACS • Institutional Effectiveness • 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of results in each of the following areas: • 3.3.1.1 Educational Programs, to include student learning outcomes • 3.3.1.2 Administrative Support Services • 3.3.1.3 Academic and Student Support Services • 3.3.1.4 Research within its educational mission, if appropriate • 3.3.1.5 Community/Public Service within its educational mission, if appropriate

6. Pre-assessment

7. Mission • A concise statement outlining the purpose of the program, who it serves, in what ways, and with what result. • Declaration of what the unit/program does and what it intends to achieve • Sometimes carries implicit statement of the values the unit/program espouses • Should align with institution’s mission (and strategic plan)

8. Alignment • Institutional mission • Strategic plan

9. Ask yourself: • What is the primary function/s of the unit/program? • Does the mission identify the reason the unit/program exists, people it serves, and value to the institution? • Does the mission define the unit/program in such a way as to give direction to its work? • Does it relate to the institution’s mission?

10. Formula: • Do what? • For whom? • So that (for what purpose)?

11. Mission practice • The mission of the Dalton State College Adult Education Program is to assist target populations in becoming literate, obtaining educational skills necessary to enter and retain employment, obtaining the General Education Development (GED®) credential, and transitioning to postsecondary education or other training.

12. Goal • Broad statement about the desired ends to which the unit/program aspires • Too general/abstract to actually guide assessment practice • Bridge between mission and outcomes • Refer to destination

13. Ask yourself: • Do the goals support the unit/program’s mission? • Do the goals give a clear sense of what is important to the unit/program?

14. Goal practice • To assist target populations in becoming literate in basic skills of reading, math, and language • To assist non-English speaking populations in speaking, reading, and writing the English language • To assist target populations in entering and retaining employment • To assist target populations in obtaining GED credential • To assist target populations in transitioning to postsecondary education or training

15. Outcome/Objective • Active verb description of specific point or task to be accomplished or reached – a desired end result • Can be assessed!

16. SMART Formula: • Specific • Measurable • Achievable • Realistic • Time-bound

17. Ask yourself: • What are the important results or impacts that should occur? • Are the outcomes/objectives “SMART”? • Are the outcomes positively stated and related to the success of the unit/ program? • Do the outcomes/objectives support one or more goals? • Are there three or more outcomes?

18. O/O practice • 41% of beginning adult basic education literacy enrollees will complete the level • 38% of beginning adult basic education enrollees will complete the level • 37% of low intermediate adult basic education enrollees will complete the level • 32% of high intermediate adult basic education enrollees will complete the level • 32% of low adult secondary enrollees will complete the level

19. Measure • Method used to assess outcomes • Source of evidence/information

20. Ask yourself: • Does the measure clearly link to one or more outcomes/objectives? • Are there multiple measures for assessing outcomes? • Is the measure and its utilization clearly described?

21. Types • Activity volume (people served, circulation) • Benchmarking (with past or peer) • Discussions (clients) • Document analysis (compliance or progress) • Efficiency (turnaround time, budget)

22. Types (continued) • Evaluations (forms, e-mails) • Existing data (records, minutes) • External report (external evaluator or auditor) • Government standards/professional standards • Satisfaction (survey) • Service quality (error rate, comments)

23. Measures of learning • Direct Measures • Direct evidence of knowledge, skills and abilities • Demonstration of learning • Indirect measures • Perceptions of individuals • Reflect on learning • Alone, not adequate to measure learning

24. Measures practice • 41% of beginning adult basic education literacy enrollees will complete the level • 38% of beginning adult basic education enrollees will complete the level • 37% of low intermediate adult basic education enrollees will complete the level • 32% of high intermediate adult basic education enrollees will complete the level • 32% of low adult secondary enrollees will complete the level

25. Target • Criterion, benchmark, or value that will represent success at achieving an outcome/objective

26. Criteria • Is a target level of achievement identified for each measure/outcome? • Are the targets specific and measurable?

27. Targets practice • 41% of beginning adult basic education literacy enrollees will complete the level • 38% of beginning adult basic education enrollees will complete the level • 37% of low intermediate adult basic education enrollees will complete the level • 32% of high intermediate adult basic education enrollees will complete the level • 32% of low adult secondary enrollees will complete the level

28. Findings • A concise summary of the results gathered from a given assessment measure

29. Criteria • Are the findings clear, concise, and well-organized? • Does it provide evidence that targets were met, partially met, or not met? • Does it reflect on unit outcomes, student learning outcomes, and the assessment process? • Does it compare new findings to past trends as appropriate?

30. Findings practice • 41% of beginning adult basic education literacy enrollees will complete the level • 38% of beginning adult basic education enrollees will complete the level • 37% of low intermediate adult basic education enrollees will complete the level • 32% of high intermediate adult basic education enrollees will complete the level • 32% of low adult secondary enrollees will complete the level

31. Action Plans • Actions to be taken to improve the program or assessment process based on the findings

32. Ask yourself: • Does the action plan identify key areas that need to be monitored, remediated, or enhanced? • Are actions specific and directly related to the outcome and findings? • Does it identify a timeline, responsible persons, resources, budget if needed?

33. Practice

34. Post-assessment

35. Questions?

36. Management https://app.weaveonline.com/yourcc/login.aspx