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Learning Assessment

Learning Assessment. Professional Development Day January 12, 2010. Learning Assessment Committee. Co-Chairs: Sheila Allen and Chris Jones Members:

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Learning Assessment

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  1. Learning Assessment Professional Development Day January 12, 2010

  2. Learning Assessment Committee Co-Chairs: Sheila Allen and Chris Jones Members: Ellen Avitts(VPAA), Madelyn Danner (Nursing & Allied Health), Bill Ekey(SDIE), Ricka Fine, Robert Frank (HS), SupawanLertskrai (STEM), Patti Pfau (library), Gene Popiolek (BSS), Lisa Rainey, Stacie Surowiec (BCAT), Valerie Swain, Avery Ward

  3. LAC Charges 1. Mentor and advise 2. Assist with gathering, documenting, interpreting, and retaining information to assist with assessment. 3. Monitor assessment for the purpose of accreditation and satisfying Third Party Accreditation Agencies’ assessment requirements. 4. Share information between and among members of the campus.

  4. Assessment Requirements(for students and for Middle States) • SLOs linked to program goals linked to academic outcomes and/or strategic initiatives • Assessment of program goals and SLOs • Assessment of General Education goals • Use of assessment results for improvement • Documentation & dissemination • TracDat

  5. Process Cycle of Assessment

  6. Your Charge Today (or tomorrow) • Create, review, or revise program goals • Ensure goals are measurable • Ensure goals are student centered • Next Steps (if you need something to do)

  7. Guidelines for Program Goals • Ideally 3-6 goals • Center around 5 themes • Basic framework of the discipline • Problem solving • Communication – written and verbal • Interpersonal/intrapersonal skills • Success/ retention in the next level • HCC graduation/transfer/4-year graduation/employment

  8. Template Upon completion of the name of program, students will be able to • Measurable verb with goal • Measurable verb with goal • Measurable verb with goal • Measurable verb with goal

  9. Good Examples • Communicate information to a variety of audiences using appropriate written, spoken and/or visual methods. • Demonstrate safe and effective laboratory skills.

  10. Process of Linking Goals

  11. An Example of Linking Goals

  12. Misdirected Examples • Appreciate the aesthetic qualities of literature (appreciate not measurable) • Provide the groundwork of basic communication skills (teacher centered) • Engage in collaborative activities (vague and not measurable)

  13. One Technique for Developing Program Goals • Describe the successful graduate (What does the grad know? What can the grad do?) • Use your SLOs, syllabus, catalog • Write them on sticky notes • Group them into 3-6 categories • Using the template in slide 8, write headings for each category

  14. Measuring Program Goals • Direct methods • Written work, performances, or presentations, scored using a rubric • Summaries/analyses of electronic discussion threads • Scores on multiple choice and/or essay tests accompanied by test blueprints • Indirect Methods • Course grades • Student ratings of their knowledge and skills • Admission rates into four-year institutions

  15. Needed Materials • Program reviews • Syllabi • Catalog • SLOs • Anything that describes your program

  16. Next Steps • Determine assessments – direct and indirect • At least one of each (handout) • Division approval • Link SLOs to program goals • Create a schedule for assessing goals • Assess at least one each semester • Keep data on how your program changes as a result of the assessment results • Curriculum mapping within and with other divisions – with deans

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