Assessment of Student Learning in General Education. AAHE/NCA 2003 Assessment Workshop Omaha, Nebraska ● June 2003. Mesa ● Arizona Presenter: Gail Mee ● Dean of Instruction Mesa Community College firstname.lastname@example.org. Session Objectives. Participants will:
AAHE/NCA 2003 Assessment Workshop
Omaha, Nebraska ● June 2003
Gail Mee ● Dean of Instruction
Mesa Community College
A comprehensive evaluation of the degree to which the entire college is accomplishing all aspects of its educational mission
The measurement and documentation of the degree to which students are attaining specific learning outcomes defined and valued by faculty and the college community.
“The overriding purpose of assessment is to understand how educational programs are working and to determine whether they are contributing to student growth and development. Hence, the ultimate emphasis of assessment is on programs rather than on individual students.”
Palomba & Banta, 1999 Assessment Essentials
2. The college makes a long-term commitment.
3. The CAO and other instructional leaders understand and believe in value of assessment.
CAO has responsibility for leadership of assessment.
CAO encourages participation and provides support for faculty involvement and professional development.
CAO ensures that results are used appropriately.
4. Faculty lead the program and own the results.
Faculty define student learning outcomes.
Faculty identify or develop appropriate tools for assessment.
Faculty implement the assessment program.
Faculty use assessment results to make programmatic changes and improve learning.
5. Faculty lead the program and own the results, (continued)
Faculty governing body is an integral part of the assessment process.
A majority of faculty are knowledgeable about assessment vocabulary and practice.
Faculty pursue development opportunities related to assessment.
6. Technical expertise and support are provided.
Research Office plays a formal support role, or knowledgeable staff or faculty play that role.
Roles of faculty and technical support staff are clearly defined.
7. Learning outcomes are clearly defined at the program level.
The difference between “course” and “program” assessment is clear.
The college has clearly identified “programs”.
Student learning is assessed at the completion of a program.
8. Measurement tools align directly with learning outcomes.
Outcomes are clearly defined before measures are developed.
Selected measures match the defined outcomes.
Example: Mesa Community College (AZ)
Music and Its Context
A Story Told – and Imagined
The following photo was taken of a recent art exhibit
1. After seeing it, describe your immediate personal response to this exhibit.
Kate Millet - 1970
2. The title and date of the work are now displayed. Describe how this information might affect your perceptions of the work.
3. Identify elements in this particular exhibit that qualify it to be considered art.
4. Imagine (and describe) possible historical, political, and/or economic contexts (circumstances) in which this exhibit might have been created.
5. Finally, consider the creator’s message. Describe two or more differing experiences or reactions other observers might carry away.
“The American Dream Goes to Pot”
9. The program has a viable research design
There is a systematic plan identifying who is assessed, how they will be assessed, etc.
(for example, longitudinal design, pre- post design, cross-sectional design, matched group)
10. Sound methodology is used for data collection and analysis.
There is a systematic plan for gathering, analyzing, reporting, and disseminating the results.
11. Results are used by faculty to improve learning.
A process is in place for sharing results with faculty.
Faculty are making changes to curriculum and instruction based upon assessment results.
12. Assessment is linked to college planning.
Results are used to develop department plans.
Results of assessment inform college planning and budgeting decisions.