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Assessing Student Learning Outcomes in Noncredit Instruction at Long Beach City College

Assessing Student Learning Outcomes in Noncredit Instruction at Long Beach City College

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Assessing Student Learning Outcomes in Noncredit Instruction at Long Beach City College

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  1. Assessing Student Learning Outcomes in Noncredit Instruction at Long Beach City College Hannah Alford, Research Analyst II Phyllis Arias, Department Head, Basic Adult Ed Heidi Neu, Instructor, Basic Adult Ed Janice Tomson, Student Learning Outcomes Coord.

  2. Student Learning Outcomes at LBCC • Student Learning Outcomes are written and assessed at the course, department, program and the institutional level. • This project was funded by a Title V (Hispanic Serving Institutions) grant. • Faculty have excellent assessment support from our institutional research office.

  3. The Basic Adult Ed Department • Program goals and philosophy

  4. The Basic Adult Ed Department • Program structure Independent learning lab with many choices for direct instruction and group learning

  5. The Basic Adult Ed Department • Student learning outcomes in BAE

  6. Assessing our non-credit program:Initial reaction

  7. LBCC BAE Department’s SLO process BAE Program SLOs

  8. Approach to Mathematics Assessment

  9. Math Assessment & Results- Spring 2007

  10. GED Assessment & Data

  11. Data not in one area/time • + • Data/instructor assessment variations • + • Low student persistence • = Difficult to assess outcomes Reading Assessment Challenges

  12. Reading Assessment and Results

  13. Self-Confidence Assessment

  14. Basic Adult Education (BAE) Program Outcomes • Demonstrate improved reading comprehension at a level appropriate to the individual student’s needs • Exhibit improved communication skills by employing the conventions of standard written English • Understand and use the basic concepts and procedures of mathematicsand use mathematical reasoning to accurately define and solve problems

  15. Assessment Measure of Outcome: Longitudinal Study • Experience in subsequent courses in English, math, and reading (non-BAE) • Course success (A, B, C, CR grades) • Comparison group: students enrolled in courses who were not enrolled in the BAE program

  16. Methodology: • Cohort • Students who collected a minimum of 18 hours of attendance in the Basic Adult Education (BAE) program between Fall 2003 and Fall 2006 • Cohort was tracked in subsequent terms Spring 2004 to Spring 2007

  17. LBCC Sequence of Courses • English Composition BAE Transfer-level ENGL 801A/B ENGL 105 ENGL 1/1H

  18. Course Success Rates:English Composition

  19. LBCC Sequence of Courses • Mathematics BAE Transfer-level MATH 37, 40, 45, STAT 1 MATH 120/ 130 MATH 805 MATH 815 MATH 110

  20. Course Success Rates:Mathematics

  21. LBCC Sequence of Courses • Reading BAE Transfer-level READ 880 READ 881 READ 882 READ 883 READ 82

  22. Course Success Rates:Reading

  23. Other Variables Measured • Course retention • DSPS • Gender • Race/Ethnicity • Educational Goal • Age

  24. Questions to Consider • Controlling for varying academic preparation levels • Controlling for varying instructional hours and persistence • Disaggregating data by demographic variables

  25. Wrap Up