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Assessing Student Learning:. What Kapi‘olani Community College is Doing Kristine Korey-Smith, Assessment Coordinator Louise Pagotto, Interim Vice Chancellor for Academic Affairs 2009 Strengthening Student Success Conference San Francisco October 8, 2009 1:30-2:45. Overview.

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assessing student learning

Assessing Student Learning:

What Kapi‘olani Community College is Doing

Kristine Korey-Smith, Assessment Coordinator

Louise Pagotto, Interim Vice Chancellor for Academic Affairs

2009 Strengthening Student Success Conference

San Francisco

October 8, 2009

1:30-2:45

overview
Overview
  • Overview of Student Learning Outcomes (SLOs) Assessment
  • KCC’s Assessment Plan
  • Reporting Assessment Results
  • Using Assessment Results
  • What We’ve Learned
ask yourself these questions
Ask Yourself These Questions
  • What decision did you make about your program last year?
  • What evidence informed your decision?
  • What were you trying to change when making that decision?
student learning outcomes assessment
Student Learning Outcomes Assessment
  • Articulate the end results (stated SLOs) ahead of time
  • Collect evidence of attainment of the SLOs
  • Document decisions made based on evidence
  • Implement changes and follow up to determine impact
the iterative systematic assessment cycle adapted from peggy maki ph d
The Iterative Systematic Assessment CycleAdapted from Peggy Maki, Ph.D

Institutional Planning

Gather Data

Interpret Evidence

Mission/Purpose

Goals

Outcomes

Make decisions to improve programs; enhance student learning; inform institutional decision making, planning, budgeting, policy.

Draft SLOs; Implement methods of delivery and methods to gather data

Results in improved institutional quality

small group discussion
Small Group Discussion
  • What are you already doing that could be considered Student Learning Outcomes Assessment?
  • How could you readily incorporate that into your program review process (curriculum review process and professional accreditation)?
overview of program assessment
Overview of Program Assessment
  • Collect Evidence of learning:
    • Samples of student work from courses
    • Capstone Projects
    • Internships
    • Observation check lists/ rubrics

Tied to tactical planning and allocation of resources

Data Analysis: Make summative judgments about student learning relative to SLO. Recommend improvements. Record results in program review.

Program

Faculty

Draft Program SLOs, align course SLOs to program SLOs, identify assessment points and measures

Implement recommended changes – SLO, rubric, support, instruction, further study, resources, policies

overview of aa degree assessment
Overview of AA Degree Assessment
  • Collect Evidence of learning:
    • Samples of student work from courses
    • Capstone Projects
    • Service Learning Reflection

Tied to tactical planning and allocation of resources

Data Analysis: Make summative judgments about student learning relative to G.E. SLOs. Recommend improvements. Record results in program review.

AA Degree Faculty

Draft G.E. SLOs; align course SLOs to G.E. SLOs; identify assessment points and measures

Implement recommended changes – SLO, rubric, support, instruction, further study, resources, policies

overview of student services assessment
Overview of Student Services Assessment
  • Collect Evidence of learning:
    • Surveys
    • Counselor notes
    • PLP

Tied to tactical planning and allocation of resources

Data Analysis: Make summative judgments about student learning relative to S.S. SLOs. Recommend improvements. Record results in program review.

Student Services Staff

Draft S.S. SLOs; align activities to S.S. SLOs; identify assessment points and measures

Implement recommended changes – SLO, rubric, support, activities, further study, resources, policies

typical report components
Typical Report Components
  • Program Name
  • SLO(s) being assessed
  • Methodology
  • Results (aggregated results)
  • Decisions and Recommendations
small group discussion1
Small Group Discussion
  • Who do you want looking at these reports in order to make the best informed decisions?
  • How do you see using the assessment results?
the role of administration
The Role of Administration
  • Provide access to institutional research and training in data analysis
  • Clarify benefits of assessment
  • Clarify responsibility for accountability
  • Support professional development
  • Provide access to technology support
  • Minimize complexity
  • Tolerate initial “messiness” & allow for faculty autonomy
  • Communicate
uses of assessment results
Uses of Assessment Results
  • Assure stakeholders that students have attained programmatic SLOs
  • Develop or rethink program learning outcomes and assessment
  • Improve alignment of program SLOs with course SLOs and course SLOs with assessments/activities
  • Develop or refine interventions to improve student learning and success
  • Design needed professional development programs
  • Inform decision making, planning and budgeting, including resource reallocation
operationalize slo assessment
Operationalize SLO Assessment

Need to:

  • Set priorities and institutional values
  • Communicate a shared conceptual framework and common language
  • Systematically gather data that evaluate outcomes
  • Provide professional development and support for faculty and staff
operationalize slo assessment cont
Operationalize SLO Assessment Cont.
  • Reallocate time
  • Centralize coordination of data/report management
  • Use data to improve programs, reallocate resources and reinforce institutional priorities
  • Conduct a meta-assessment of the process
end remarks what we ve learned
End Remarks – What We’ve Learned
  • Emphasize difference between compliance and improvement
  • Identify assessment support people
  • Don’t assess everything we do every year – have programs submit assessment plans
  • Don’t do everything at once; start with one or two outcomes
  • Prioritize goals/outcomes
  • Be flexible
  • Use what we have already done
  • Borrow from other institutions and modify as needed
  • Allocate time for assessment – rethink how we use meeting times
references
References

Accrediting Commission for Community and Junior Colleges. (2007, August). Guide to

Evaluating Institutions. Retrieved on 10/01/07 from http://www.accjc.org/

Allen, M.J. (2006). Assessing general education programs. Bolton, MA: Anker Publishing

Company, Inc.

Beno, B.A. (2004). The role of student learning outcomes in accreditation quality review. In T.W. Banta (Ed.), Community college assessment. San Francisco, CA: Jossey-Bass.

Bresciani, M.J., Zelna, C.L., and Anderson, J.A. (2004). Techniques for assessing student learning and development in Academic and student support services. Washington D.C: NASPA.

Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the

institution. Sterling, VA: American Association for Higher Education.

Miles, C.L. & Wilson, C. (2004). Learning outcomes for the twenty-first century: Cultivating

student success for college and the knowledge economy. In T.W. Banta (Ed.), Community

college assessment. San Francisco, CA: Jossey-Bass.

Scott, A.G. (2007). The role of assessment in linking faculty teaching to student outcomes. In

T.W. Banta (Ed.), Assessing student achievement in general education. San Francisco, CA:

Jossey-Bass.

Serban, A.M. & Friedlander, J. (2004). Developing and implementing assessment of student

leaning outcomes. Hoboken, NJ: Wiley Periodicals.

Walvoord, B.E. (2004). Assessment clear and simple. San Francisco: CA: Jossey-Bass.

contact information
Contact Information

Kristine Korey-Smith

Kapi‘olani Community College

4303 Diamond Head Road

Honolulu, HI 96816

808-734-9338

ksmith@hawaii.edu

Louise Pagotto

Kapi‘olani Community College

4303 Diamond Head Road

Honolulu, HI 96816

808-734-9517

pagotto@hawaii.edu