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Assessment of Student Learning

Assessment of Student Learning. General Education What? Defined by 5 GEO -> GE-SLOs + Rubrics Where? Everywhere; AA/AS/AGS/AAS/Certificates When? Throughout student tenure at TSJC Program-level What? - see pp 11-12 in TSJC catalog Where? Within program courses, internships, etc.

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Assessment of Student Learning

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  1. Assessment of Student Learning • General Education • What? Defined by 5 GEO -> GE-SLOs + Rubrics • Where? Everywhere; AA/AS/AGS/AAS/Certificates • When? Throughout student tenure at TSJC • Program-level • What? - see pp 11-12 in TSJC catalog • Where? Within program courses, internships, etc. • When? Throughout student’s tenure in program. • Course-level – this is where it happens!

  2. Assessment/Strategic Planning Calendar • Fall & Spring – Collect data in classes/programs • Report GenEd assessments results - All faculty • May • Programs send PA reports to Div Chrs • Div Chrs compile & send to Assessment Chr • June - Annual Assessment Report sent to Pres, VPs, Deans, Div. Chrs • July – Assessment/StrategicPlan Retreat • Fall – Revise program assessment plans

  3. Program Assessment Plans • Program Goal Statement - Examples: • COSM: Students will acquire the skills necessary to find gainful employment in the field of cosmetology.  • DEV: Students will develop skills necessary to succeed in college-level courses • 3-5 most important Student Learning Outcomes SLOs – beyond GEOs – Examples: • Successfully plan, execute, and present a combination of hair, skin care, and nail care skills into a cohesive presentation. • Students will demonstrate ability to produce drawings to scale. • Assessment Instruments and Evaluation Methodology – E.g.: • Description of COS project, corresponding rubric, and student sample pool. • Writing samples collected 1st week in all ENG 121 classes; collect definition and research papers in all  ENG 121 and 122 classes each semester. Evaluate …. • Benchmarks – Examples: • 90% of the  students will perform at a 70% or higher level. • Average greater than 2 and less than 10% below 1 (on 4pt scale )

  4. Rubric for P.A. Plan

  5. Rubric for P.A. Report Wait for this until April

  6. Program Assessment Plan Workshop • Get a copy of your existing plan –AISLC WP : Revise as necessary • Submit to AISL Chair via e-mail: • Revised plan as attached word doc • Proposed meeting with me by 2/26/2009 • AISL Committee will review • Final revisions by April 9, 2009 • Program Assessment Reports – April 13! • Questions RE Program Assessment?

  7. TSJC Gen. Ed. Outcomes -GEOs Read & comprehend college level work Explain and defend ideas orally and in writing Examine ideas using critical reasoning Solve problems using logic, mathematics, computers, and creative thinking Demonstrate responsible citizenship

  8. How to Assess GEOs • Normed Test - CAAP • Capstone course • Portfolios • Embedded Instruments • Unique instrument per GEO • Course-specific

  9. Course-Specific, Embedded Assessment Instruments for GEOs • “Integration of Critical Skills” ≈ GEOs • Each instructor constructs his/her own test for one GEO • Test, portfolio, presentation, paper, … • Should be the same for all sections • Use common rubric for scoring & reporting • Each instructor reports { Course, Rubric, Date, [S#,score] }

  10. Ethical is defined here as “unselfish behavior” • This group identified 4 levels of increasingly responsible behavior: • self-respect: individual does nothing to hurt self • respect others: individual doesn’t hurt others • individual willing contributes • individual seeks or creates opportunities to help others

  11. Some Examples (thanks Sue N.) • Read and comprehend • Summarize (and/or critique) chapter from text • Explain and defend ideas .. • Create poster demonstration and present to class • Examine ideas using critical .. • Exchange and critique another student’s opinion paper • Solve problems using logic, math, .. • Conduct a survey and create appropriate tables or graphs to demonstrate results. Interpret the results. • Demonstrate responsible citizenship • Keep a journal for a week (semester) in which you identify opportunities to demonstrate your citizenship and describe how you responded to each opportunity and why.

  12. GEO Example from Physics x11 • Please read the following argument • List the 5 most important facts brought to this argument. (3a) • List any opinions you see in this argument; explain why you think each is an opinion. (3a) • List the most significant strengths and most significant weakness of this argument; defend your answers. (3e) • In your analysis, how accurate is the argument? Is there any significant science being left out of this argument? (3d)

  13. GEO Reporting for Phy x11

  14. GEO Workshop • Choose a GEO to work on; gather there • Go over draft sub-goals and associated rubric • Choose one of your own classes and one assignment in that class; develop an assessment for your class to measure this GEO • Implement this any time during Spring 2009 • Report via spreadsheet template by May

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