The Occupational Training Institute Learning Outcomes and Assessment

The Occupational Training InstituteLearning Outcomes and Assessment Veronica Acevedo Avila, De Anza College March 6, 2015 Adapted from Jim Haynes, Spring 2010

National Political Perspective Who’s pushing this? Bush era – “No Child Left Behind” and a Climate of Accountability Obama appoints Arnie Duncan Secretary of Education Sec. Duncan is a big advocate of accountability Learning Outcomes Assessment and Planning remains the cornerstone Accreditation

California Political Perspective Who’s pushing this? Proponents of Accountability and the ACCJC Where’s the push back? CCC Academic Senate – then and now– 180 degree turn Faculty Unions Workload Issues Mandates that infringe on Academic Freedom – Required to post SLO on Syllabus Faculty Evaluations to include reference to SLO work (ACCJC Standard requirement)

OTI Where are we? Where are you? How many of you know what an SSLO is? Do you have SSLO statements for all the OTI program? Have you completed the SSLO Assessment Cycle? Have you incorporated your SLOAC results into your program review process? Do you have an OTI program level SSLO statement (PLO)? Have you “mapped” to your PLO college’s: Mission? Core Competencies? Other? How long have you been doing SSLO? Accreditation - Did the ACCJC have anything to say about your SLOAC process?

Learning Outcomes - I Student ServiceLearning Outcome statements are related to the program (think about why you do what you do, why your provide specific services. What would you like students to know? How are students served by your program? )

Student Service Learning Outcomes Student Service Learning Outcome (SSLO) statements are overarching, clear, and assessable statements that identify and define what a student is able to know, do, or feel at the successful completion (or affiliation) with OTI.

Learning Outcomes - II Student ServiceLearning Outcome statements are related to the program services (outside of the curriculum)

Service Learning Outcomes Student Service Learning Outcome (SSLO) statements are overarching, clear, and assessable statements that identify and define what a student is able to know, do, or feel at the successful completion of a specific procedure, activity, or service.

Premises • The focus of outcomes is not on what is taught - but rather on what is learned. Not on what service is provided - but rather how effective is that service for the student, for example, the Food Pantry. • Teaching and learning take place every time a student comes in contact with a program (through curriculum or service) • Learning acquired through these contacts is applicable to real world settings and situations • This learning is meaningful when the interventions are thoughtful, intentional, and purposeful.

SSLO Assessment Cycle The SLOAC Basics Identify Outcomes and write an SSLO statement Assess the SSLO statement and collect the data Reflection & Enhancement

New ACCJC Standards: Focus on Student Learning SSLOStatement: What will students be able to know, do, or feel after an interaction with OTI? SSLOAssessment: How do you know they: know can do, or what they feel?

How to Identify Outcomes • Write down the objectives in the list services your area provides. • Dialogue and group the objectives or services into common areas. • Select one of the groupings and draft a statement that describes the main outcome of that service (or course).

How to Write an SSLO Statement Continue to dialogue and come to consensus on the concrete things that you expect students to be able to know, do, or feel after interacting with your course or service. Use active verbs that can be assessed Write your SLO statement

Some Criteria for Writing Good SSLO Statements • Does the SSLO include active verbs (see Bloom’s Taxonomy)? • Is the SSLO measurable? • Is the SSLO consistent with the program mission? • Is it a fundamental result of your curriculum or program service? • Will the students understand the SSLO? • Does it address student core competencies (more later)?

Example of Current SSLO OTI SSLO: Student will learn, identify, and acquire the skills to create a plan to achieve a sustainable career. Assessment Method: Assessment Summary: Enhancement and Reflection:

Assessment:How Do You Know? • Evidence: • Quantitative or Qualitative • Representative sample (25% rule) • You need several pieces of evidence to point to a conclusion • Document & retain your evidence! • ACCJC - “Show Me!!”

Assessment Methods • Tests • Locally developed or standardized • Pre and Post • Skill Demonstrations • Presentations • Surveys • Locally developed or standardized • Attitudes and perceptions of students, staff, employers • Pre and Post

Assessment Methods • Database-Tracked Academic Behavior • Grades, graduation rates, service usage, persistence, retention, etc. • Embedded Assessment • Staff and student journals, interviews, focus groups • Cumulative • Portfolios, Capstone projects

Assessment Methods • Focus Groups • Use caution with confidentiality and privacy • Exit Interviews • In person • By Phone • E-mail • Texting

Assessment Tips Collect data from a representative sample rather than everyone in the population (Surveys - 25%). Collect only a few well chosen pieces of data. Have assessment stem from the activities you already do, if possible. Team up with others to share assessment work. What are other Student Services doing? Design activities and outcomes with assessment in mind.

Remember: Everyone is a learner when it comes to assessment.

SSLO CYCLE

Remember: It is valuable feedback when you check to see if you are effectively doing what you say you are doing. Use feedback to make adjustments /improvements. SSLO help to create consistency within your OTI program SSLO help us focus on what students need to learn. That should be our overall purpose.

What’s Next? Reflection -As a group! What does the data tell us about our APE courses, programs, activities, or processes? What does the SLOAC process tell us about the SLOAC process itself?

What’s Next? Enhancement -As a group! Based on what we have learned in the SLOAC, what can we do in our courses, programs, activities, or processes to enhance and improve student learning and achievement? Based on what we have learned in the SLOAC, are there any new resources that will be needed to enhance and improve student learning and achievement?

Now What? Integrate your SLOAC results into your Program Review

I’m Glad That’s Over Not so fast! There is always something to do related to SLOAC. SLOAC is an on-going process - not an end product. Plans should be developed to continue SLO Assessment Cycles every year. SLOAC will be the foundation of the Program Review process

SLO Evolution Culture of Evidence Culture of Inquiry

OK - What Now? Program Level Outcomes (PLO) Take all of your course level and service level SLO statements and organize them into general themes. Write an SLO statement that captures the essence of those major themes. Ask yourself: What are the major outcomes a student will be able to KNOW, DO or FEEL after participating in your APE Program.

OK - So What? Mapping your Program Level SLO statements to your college’s Mission and Core Competencies http://deanza.edu/about/icc.html This is an important and necessary step.

What Are The Problems? If your OTI program does not directly (or at least indirectly) contribute to your college’s Mission or Core Competency statements, you leave your program wide open to the question - Why do we even have an OTI program if it makes no contribution to either? Do you know your college Mission Statement? Do you know your college’s Core Competency Statement?

De Anza’s Mission • De Anza College provides an academically rich multicultural learning environment that challenges students of every background to develop their intellect, character, and abilities; to realize their goals; and to be socially responsible leaders in their communities, the nation and the world. • De Anza College fulfills its mission by engaging students in creative work that demonstrates the knowledge, skills, and attitudes contained in the college’s Institutional Core Competetncies:

De Anza’s Mission De Anza College provides an academically rich multicultural learning environment that challenges students of every background to develop their intellect,character, and abilities; to realize their goals; and to be socially responsible leaders in their communities, the nation and the world. De Anza College fulfills its mission by engaging students in creative work that demonstrates the knowledge, skills, and attitudes contained in the college’s Institutional Core Competencies:

De Anza’s Core Competencies Communication and Expression Information Literacy Physical/Mental Wellness and Personal Responsibility Global, Cultural, Social and Environmental Awareness Critical Thinking

De Anza’s Core Competencies Physical/Mental Wellness and Personal Responsibility Students will: Recognize lifestyles that promote: Physical and Mental well-being, Engage in self- reflection and ethical decision-making, Explore career choices and life goals, Practice effective individual and collaborative work habits, and Demonstrate a commitment to ongoing learning.

De Anza CollegeSLO CORE TEAM avilaveronica@fhda.edu 408-864-8582 Mary Pape Instructional Coordinator Tono Ramirez,Instructional Coordinator Veronica Acevedo Avila, Student Services and Administrative Coordinator

The Occupational Training Institute Learning Outcomes and Assessment