Learning Outcomes Assessment Is It Possible in a Testing Environment?

1. Learning Outcomes Assessment Is It Possible in a Testing Environment? Jill Carlson Director of Testing San Juan College Farmington, New Mexico

2. Assessment • My Background: • Former Special Education Teacher • Point person for both assessment and accreditation for Student Services • Systems Appraiser for HLC (North Central)

3. Question 1 Are you a… A. Morning person B. Night person C. Neither, would rather sleep all day D. Both, I am an insomniac

4. Question 2 If someone made a movie of your life would it be a … A. Comedy B. Romantic-comedy C. Drama D. Action E. Science fiction F. Thriller

5. Question 3 Would you rather dress casual or dress up when you go out with friends or family? A. Dress Casual B. Dress Up C. Friends? D. Go Out?

6. Question 4 Are you … A. Left Handed B. Right Handed C. Neither D. Both

7. Question 5 What would you rather eat … A. Hamburger B. Hot dog C. Veggies D. Donut E. All of the Above

8. Question 6 What is your favorite type of pet? A. Dog B. Cat C. Gerbil D. Rock E. None – Pets are overrated

9. Question 7 If you were one of these ice cream flavors, which would you be? A. Chocolate B. Vanilla C. Strawberry D. Rocky Road E. Fat-Free Frozen Raspberry Yogurt

10. Question 8 How do you get your news? A. Television B. Newspaper C. Radio D. Internet E. None of the Above,I prefer to stay in the dark

11. Assessment Today’s Learning Outcomes • Define student learning assessment and program assessment • Identify opportunities where you can assess in your testing center

12. Assessment • Student Learning Assessment is: • The ongoing process of establishing clear, measurable expected outcomes of student learning:

13. Assessment • Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations:

14. Assessment • Using the resulting information to understand and improve student learning

15. Assessment • Program Assessment is: • The ongoing process of establishing clear, measurable expected outcomes of program performance • Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations • Using the resulting information to understand and improve program objectives

16. Assessment • The broad learning goals that have been selected to focus San Juan College learning outcomes are: • Career Readiness • Communication and Leadership • Goal Orientation • Problem Solving • Social and Personal Development • These are collectively know as the Student Services Learner Outcomes or SSLO’s.

17. Assessment Linkages: All of our learning outcomes relate to one of the SSLO’s and to the college Strategic Plan All of our program outcomes relate to the Department Strategic Initiatives and the college Strategic Plan

18. Assessment • Student learning includes the knowledge, skills, attitudes, and personal development attained through experiences while at the college.

19. Assessment • What are learning outcomes? • Specific statements derived from the goals or objectives of a program/unit/service/process • They state what you want the end result of your efforts to be in terms of student learning

20. Assessment • Learning outcomes may include: • Cognitive/mental skills (Knowledge) • Psychomotor - manual or physical skills (Skills) • Affective outcomes (sensitivity, awareness, personal discipline, leadership)

21. Assessment • Outcomes • Must be measurable or observable • Must be meaningful, manageable

22. Assessment • Ask: • What do we want students to know? • Why do we want students to know this? • How will we know if they know it?

23. Assessment At the conclusion of __________________________________________________, List the opportunity for learning You may change the first part of the sentence if it better fits your needs. ________________________________________________________________________List the population that you are assessing (students, participants, “the who”) will be able to _________________________________________________________ Be sure to use good verbs and list what they will be able to do. “the what” as measured by _________________________Need something here that is “do able” List the assessment tool or tools to be used. “How will you know?”

24. Assessment Good verbs (Blooms’ Taxonomy): Compile Arrange Classify Analyze Identify Operate Design Solve Write Apply Differentiate Calculate Demonstrate Formulate Compose Explain Predict Assess Compare Estimate Critique Bad verbs: Know Understand Appreciate Learn Good verbs are clear, observable and measurable; bad verbs are vague states of mind.

25. Assessment • Student Learning Example • Upon completion of the registration process, GED students will verbally identify three appointment management skills as measured by rubric.

26. Assessment • Student Learning Example • After watching the Testing Center orientation presentation, clients will be able to select three requirements for testing as measured by interactive quiz.

27. Assessment • Program Example • GED no-shows will be reduced by 10 percent by implementing a “contract style application procedure” for applicants as measured by attendance records. • Note: Our GED no-show rate is down from 33% to 9.26%

28. Assessment • A Few Assessment Tools: • Surveys • Rubric • Case Study or Scenario • Observation • Document Analysis • Line Voting • Many others

29. Assessment • Reporting and closing the PDSA Cycle (feedback loop) • Develop a reporting template which includes: • Department mission • Links to College Strategic Plan • Common Learning Outcomes • Specific Departmental Outcomes

30. Assessment • Develop a reporting template which includes: • Implementation Plan • Measurement tool(s) • Results • Decisions and Recommendations • Reassessment plan

31. Assessment • Other needs: • Training for Staff • Culture shift • Institutional support • Professional Development

32. Assessment San Juan College Testing Center Documents from the first six months

33. Assessment Questions?? Thank you for your time.