xxx

2. Components of a Tribal College Assessment Program Create / update mission (clear, concise) Increase staff familiarity with mission xxx Advance the mission

3. Today’s Outcomes • Define assessment. • Identify three levels of assessment. • Articulate three types of assessment information or data and provide examples of each. • Identify two phases in creating an effective outcomes assessment process. • Other items: • Assessment plan and report • Accreditation • Website

4. Today’s Outcomes Define assessment.

5. What is assessment? “The systematic collection of information about student learning…to inform decisions about how to improve learning.” (Walvoord, 2004, p. 2)

6. Cyclical Nature of Assessment Assessment

7. Purposes • improvement (formative) • accountability (summative)

8. Today’s Outcomes • Define assessment. • Identify three levels of assessment.

9. 3 Levels of Assessment

10. 3 Levels of Assessment A program is a body of coursework leading to a degree or certificate (e.g., Native environmental science, police science, gaming, early childhood education, Indian studies and Tribal administration, automotive technology,  computer information systems, etc.)

11. 3 Levels of Assessment

12. Today’s Outcomes Define assessment. Identify three levels of assessment. Articulate three types of assessment information or data and provide examples of each.

13. 1. Direct Indicators of Student Learning Require students to demonstrate their learning through essays, demonstrations, presentations, etc.

14. Direct Indicators: Outcomes …overarching skills that are emphasized throughout many courses in all programs at a tribal college.

15. Example: United Tribes Technical College’s “Institutional Learner Outcomes” Graduates of UTTC will be able to… • Demonstrate knowledge of tribal values within historical, geographic, social, political and economic contexts. (Tribal values) • Enter the workforce prepared to succeed. (Workforce) • Communicate effectively. (Communication) • Think critically. (Critical thinking) • Search, process, present, and distribute information using various modes of current technology. (Info literacy) • Practice and promote holistic wellness and healthy lifestyles. (Wellness/health) • Advocate a life-time of learning. (Life-long learning)

16. Direct Indicators: Program Outcomes …overarching skills that are emphasized and reinforced throughout several courses in a specific program.

17. Example: United Tribes Technical College’s “Program Learner Outcomes” Graduates of the Foodservice / Culinary Arts program will be able to… • Demonstrate basic cooking techniques and culinary skills. • Manage process and procedures in order to function effectively in a working food production environment. • Apply food safety and sanitation principles in foodservice operations and complete the ServSafe exam. • Demonstrate the techniques and tools used for management of foodservice systems. • Demonstrate an understanding of the relationship of culinary skills and healthy nutritional choices. • Complete the Certified Dietary Manager exam through the Dietary Managers Association. • Demonstrate effective oral and written communication skills. • Act in a professional manner in order to support the needs of your employer.

18. Direct Indicators: Course Outcomes …the most important skills students should develop by the end of a course. Consistent across all courses, regardless of location, instructor, or mode of learning!

19. Example: NWIC Course Outcomes for Early Childhood Education 206 Upon successfully completing ECED 206 (Building Relationships: Culture, Family, and Community), students will be able to… • compose one case study of the ways in which biology, culture, socioeconomic status and environmental influences contribute to the shaping of the strengths and needs of the family and of a specific child in the family. • research and identify two or more cultural traditions and values regarding child rearing and family interactions and roles within one’s own community. • identify at least three factors that support resilience in children, and a strategy that can be used in the home, school, and community to support the development of resilience. • etc.

20. What is the Value of Clearly Articulated Course Outcomes? Keweenaw Bay Ojibwa Community College Wind River Tribal College Oglala Lakota College Comanche Nation College Sitting Bull College Salish Kootenai College Wind River Tribal College Institute of American Indian Arts

21. Value of Clearly Articulated Course Outcomes • increases consistency across sections • implicit contract setting up standards and expectations • guides formation of instructional activities • framework for developing assessments • facilitates curriculum development • provide evidence of student learning for improving courses

22. Indirect indicators of student learning Ask students to reflect on their learning through surveys, focus groups, interviews (students’ perceptions of their learning)

23. Indirect indicators of student learning – surveys, focus groups, interviews Fond du Lac Tribal and Community College Leech Lake TC Lac CourtesOreillege Ojibwa CC • Examples? • What level (college, program, or course)? • How have you used the information to improve your programs or services? Tohono O'odham Community College Sitting Bull College College of the Muscogee Nation

24. Institutional Data Reflect the overall condition and effectiveness of the College

25. Disaggregated Course Completion RatesCollege Level Courses (2010-11)

26. C of Menominee Nation Institutional Data – Quantitative Information Keweenaw Bay Ojibwa CC Fort Berthold CC • Examples? • What level (college, program, or course)? • How have you used the information to improve your programs or services? SinteGleska University Salish Kootenai College Little Big Horn College

27. 4th Level: Tribal Community

28. Today’s Outcomes Define assessment. Identify three levels of assessment. Articulate three types of assessment information or data and provide examples of each. Identify two phases in creating an effective outcomes assessment process.

29. 1. Direct Indicators of Student Learning Require students to demonstrate their learning through essays, demonstrations, presentations, etc.

30. Two phases of the outcomes process at the college, program, and course levels

31. (1) Development of outcomes process

32. (1) Development of outcomes process

33. Effective Outcomes… complete the phrase, “students will be able to…” are limited in number (i.e., 4-8) focus on what students will be able to do (not on course content or activities; avoid “understand”, “appreciate”, etc.) are stated clearly and concisely (e.g., eliminate words such as effectively, well, etc.) are measureable (quantitatively or qualitatively) include complex or higher order skills as appropriate define one set of behaviors are stated such that the outcome can be measured by more than one assessment method may specify criteria (and possibly conditions) under which the behavior occurs

34. (1) Development of outcomes process

35. United Tribes Technical College’s “Institutional Learner Outcomes” Graduates of UTTC will be able to… • Demonstrate knowledge of tribal values within historical, geographic, social, political and economic contexts. (Tribal values) • Enter the workforce prepared to succeed. (Workforce) • Communicate effectively. (Communication) • Think critically. (Critical thinking) • Search, process, present, and distribute information using various modes of current technology. (Info literacy) • Practice and promote holistic wellness and healthy lifestyles. (Wellness/health) • Advocate a life-time of learning. (Life-long learning)

36. (1) Development of outcomes process

37. Example (NWIC): A Portion of a Communication Scoring Guide

38. Example (NWIC): A Portion of a Communication Rubric

39. (1) Development of outcomes process

40. Curriculum Map for Fine Art Degree (College Learning Outcomes) Note: Adapted from UTTC’s fine art associate of applied science degree.

41. (1) Development of outcomes process

42. Examples of Outcomes at 3 Levels (List on Syllabus) • College outcome (list 1-2): Students will demonstrate knowledge of tribal values within historical, geographic, social, political and economic contexts. (UTTC) • Program outcome (list 1-2): Nursing graduates will be able to administer culturally competent care in ethical nursing practice. • Course outcomes (list 4-8): Upon completing Nursing 120, students will be able to... • identify the cultural influences on drug therapy, herbal and traditional medicines, and ethnopharmacology; • etc. • Note: 2 and 3 adapted from College of Menominee Nation

43. Two phases of the outcomes process at the college, program, and course levels

44. (2) Implementation of outcomes process

45. Example: Assessment Report Example of a Section of an Environmental Studies Program Assessment Report Note: Adapted from J. Nichols (2002, p. 247).

46. How well are students performing on the learning outcomes? High performance Average Low performance

47. Focus on Learning A Culture of Learning requires a fundamental shift away from a focus on Teaching to a focus on Learning Focus on Teaching

48. Today’s Outcomes • Define assessment. • Identify three levels of assessment. • Articulate three types of assessment information or data and provide examples of each. • Identify two phases in creating an effective outcomes assessment process. • Other items: • Assessment plan and report

49. Assessment Plan and Report Every year, create for each of the 9 boxes a one page… 5 year plan (for the next 5 years) report (summarizing the previous year’s accomplishments) and Yearly, create a summary of all 9 boxes on one page… a yearly plan a report

50. Assessment Plan: Sample of a one page 5 year plan for the college learning outcomes box