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Comprehensive Assessment Reports

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  1. Comprehensive Assessment Reports Fred Trapp, Ph.D. Administrative Dean, Institutional Research/Academic Services (Retired) Long Beach City College Cambridge West Partnership, LLC Robert Pacheco, Ed.D. Director Of Institutional Planning, Research and Resource Development Barstow College

  2. The participant will be able to Describe the comprehensive assessment report concept. Locate best practice examples from other colleges through web links. Discuss how the comprehensive report idea can be used as part of the institution’s learning process and as a means by which the institution provides quality assurance to the public. Indicate national trends and efforts of consortia/national organizations to provide quality assurance about student experiences and learning outcomes. Please hold questions until the end. Outcomes for the Session

  3. Curriculum Map 3

  4. ACCJC Institutional Effectiveness Rubric Part III Student Learning Outcomes Proficiency Comprehensive assessment reports exist and are completed on a regular basis.

  5. What Did We Look At, With Whom Did We Consult? ACCJC. Institutional Effectiveness Rubric ACCJC. 2002 Standards ACCJC. Themes ACCJC. Guide to Evaluating Institutions Professional literature Efforts of national groups/institutes Institutional web sites, listservs and colleagues

  6. Guiding Questions How can the report writing experience: Help faculty explore the student learning process? Determine the extent to which the curriculum is working? Where can time, energy and/or money be allocated for continuous improvement in learning? Exploit the writing process and dialogue about results to gain broader institutional learning experiences? Help meet our quality assurance pledge to the community?

  7. Illustration Selections • Council for Higher Education Accreditation (CHEA) • Annual Award for Outstanding Institutional Practice in Student Learning Outcomes • Demonstrated commitment to & developed highly effective practice to use SLO assessment • Willingness to share the practices they developed • Selection committee • Selection criteria • Articulation & evidence of outcomes • Success with regard to outcomes • Information to the public about outcomes • Using outcomes for improvement

  8. Illustration selections (continued) • Cited by scholars and peers • Schools with assessment work cited in scholarly books and articles • Schools with assessment work selected for presentation at national conferences • Web presentations publicly available for you to ease drop upon • Prominent national movements/initiatives regarding learning outcomes & assessment documentation (including public quality assurance)

  9. What Might Be Included? • Assessment focus- course, program, general ed, etc. • What outcomes were assessed? • How and when were they assessed? • Who was assessed? • What were the results? • Who reviewed the results, made sense of the them and what conclusions were reached? • What are the implications for practice and/or policy or future assessment work? • How were the results used?

  10. CC of Baltimore County (MD)Course-level Reporting • Middle States Commission on Higher Education • Community College Futures Assembly, Bellwether Award, 2008 • Instructional Programs & Services for High Impact Course Level Assessment • CHEA award winner, 2006 • Institutional Progress in Student Learning Outcomes • National Council on Student Development (NCSD) Exemplary Practice Award Winner

  11. CC of Baltimore County (MD)Course-level Reporting Projects are at least three semesters long Individual and high-impact courses (all sections) included Project proposal by a faculty group Measurable objectives External review & approval in selecting methods/instrument & analyzing results. Benchmarking should be included if possible. Controls and sample size considered. Course improvements based on data analysis Reassessment expected Results/report shared across the college and web posted

  12. CC of Baltimore County (MD) Course-level Reporting • Learning Outcomes Assessment Final Report Template • Design & proposal for the LOA project • Implementation of design & data collection • Redesign of the course to improve student learning • Implementation of course revisions & reassessment of student learning • Final analysis and results • Ease dropping • http://www.ccbcmd.edu/loa/CrseAssess.html • Two-page executive summaries available

  13. CC of Baltimore County (MD) Course-level Reporting CHEM 108 An initial “failure” turned to success and collaboration with a four-year school HLTH 101 Addressing an achievement gap with professional development and increased communication with students CRJU 101 and 202 Statewide group assessment development effort and creativity in the interventions used

  14. Riverside CC (CA) Course-level Reporting GEG 1 Assessment part of the program review 2008 GEG 1 appendix GEG 1L appendix Ease dropping http://www.rcc.edu/administration/academicAffairs/effectiveness/assess/resources.cfm 15

  15. Program-level Reporting • North Central Association of Colleges & Schools, Higher Learning Commission • CHEA award winner, 2008 • Institutional Progress in Student Learning Outcomes

  16. Hocking College (OH)Program-level Report All programs have individual assessment plans Mission statement & central objective for assessment Institutional success skills (GE) Program exit competencies Criteria for and means of assessment Reporting of results

  17. Hocking College (OH) Learning outcomes data collected in a student E-portfolio Directing internal and external evidence (1 to 10 measures) Indirect evidence (1 to 4 measures) Evidence drawn from samples of student work for faculty to apply an agreed upon holistic rubric Eight general education outcomes (student success skills) Discipline-specific exit competencies or outcomes

  18. Hocking College (OH)Program-level Report Ease dropping Cloud reference, not college URL as links are broken there Various reports available in each program profile Curriculum matrix Criteria statements (exit competencies) Instructional Program Outcomes (assessment plan) Trend Charts for performance criteria

  19. Hocking College (OH)Program-level Report • Example reports and analysis • Culinary Arts Technology • Forestry Management Technology • Nursing Technology

  20. Mesa College (AZ)General-Education Reports • North Central Association of Colleges & Schools, Higher Learning Commission • CHEA Award winner, 2007 • Institutional progress in Student Learning Outcomes

  21. Mesa CollegeGeneral Education Report Multiple outcomes assessed Annually Annual Report elements Executive Summary Methodology Results & observations (GE & workplace) Indirect measures findings Appendices of past results

  22. Mesa Community College (AZ) • General education studies completed 2007-08; 2005-06 • Numeracy • Scientific inquiry • Problem solving/critical thinking • Information literacy • Workplace skills (CTE) • General education studies completed 2006-07; 2004-05 • Arts & humanities • Cultural diversity • Oral communication • Written communication

  23. Mesa College (AZ)General Education Reports Ease dropping http://www.mesacc.edu/about/orp/assessment/index.html Annual reports and summaries available Eight years of history and experience

  24. New England Association of Schools and Colleges, Commission on Institutions of Higher Education Cited in the Art and Science of Assessing General Education Outcomes: A Practical Guide (AAC&U, 2005) Capital CC (CT)General-Education Reports

  25. Capital CC (CT)General Education Reports Multiple reports One per outcome Each study commonly takes a year Report elements Introduction Methods Results and findings Conclusions and recommendations Implications for future assessments Appendices of assignment, rubric, notes to teachers, etc.

  26. Capital CC (CT)General Education Reports • General education studies completed • Writing, 2001-02 • Math, 2002-03 • Critical thinking, 2003-04 • Global perspective, 2004-05 • Ease dropping • http://www.ccc.commnet.edu/slat/ • Annual reports and summaries available

  27. Portland CC (OR)General Education Reports Northwest Accrediting Commission Ease Dropping http://www.pcc.edu/resources/academic/learning-assessment/ One general education theme a year Learning Assessment Focus for 2009-10- Critical Thinking & Problem Solving Physical Science, Geology and General Science Bioscience Technology Management and Supervisory Development Culinary Assistant Program

  28. Truman State University (MO)Various Reports Southern Association of Schools and Colleges, Commission on Colleges Ease Dropping Assessment work began in 1970 http://assessment.truman.edu/ Assessment Almanac- A compilation of results from each year’s assessment work (versions from 1997 to 2009 are posted) General Education outcomes are assessed in the context of the major field of study Portfolio Project- required of all seniors to show best work assessed by faculty for the nature & quality of the liberal arts and sciences learning outcomes (versions from 1997 to 2008 are posted)

  29. Authorship • Course-level, program-level & general education • Teaching faculty study team with technical assistance from • institutional research or assessment committee • No “lone ranger” authors • Institutional summary • Academic administrator with assistance from • Learning outcomes coordinator or assessment committee • Compilation of work accomplished in one or two academic years across the institution • Automated reporting-(TracDat) • Sierra College examples

  30. Location • Location of course, program and general education comprehensive assessment reports • Teaching faculty study team members, assessment committee chair, assessment website • Location of institutional summary reports • Academic administrator, assessment committee chair, assessment website • Not in the library basement, actively used to promote a learning organization

  31. Distribution • To all affected participants • Campus committees • Curriculum, assessment, resource allocation group, unit (department) leadership, general academic and college leadership • Campus fairs, brown-bag lunches, poster sessions for information sharing • Faculty professional development programs • Accreditation self-study committee work groups • College web site for the public

  32. Reports & a Learning Organization Learning organization Environment that promotes a culture of learning Individual & group learning enriches & enhances the organization as a whole Systematic problem solving using data for decisions Learning from experiences in assessing organizational performance Comparing yourself to others (benchmarking) and borrowing ideas Adriana Kezar ed. Organizational Learning in Higher Education New Directions for Higher Education. No. 131, Fall 2005. Jossey-Bass.

  33. Characteristics of Organization Learning • Researchers have found some critical features of learning organizations (Lieberman, 2005, pp. 87-98). In particular, a college as an effective organizational learner: • Maintains a scholarly approach to the questions and problems that the institution faces; • Approaches the campus problems as learners and not as experts; • Develops a culture of evidence that drives decision-making; • Links the organizational learning to the college’s mission; • Makes connections throughout the college and not just as individual units (e. g. , faculty, administration); and • Recognizes and rewards the college’s efforts to become a “learner.”

  34. Reports as Institutional Learning & Resource Allocation • The assessment data sense-making process = a faculty learning experience • Linking results to future interventions = a learning experience for • Faculty, assessment committee, academic administration, planning & resource allocation groups • Using results to inform an intervention, then reassess = a learning experience (accomplished one or more terms later) for • Faculty, assessment committee, academic administration • Reference for future assessment work and other groups on campus

  35. Reports as Institutional Learning & Resource Allocation Hocking College (OH) Student E-portfolio Annual summary Improvements in the program in the previous year brought on by study of assessment results Expenditures of time, money & materials for the assessment program Requests for assistance in implementing assessment Recommendations for altering the institution’s assessment process Transition from evaluating individual students to assessing groups of students & the curriculum experience

  36. Reports as Institutional Learning & Resource Allocation Community College of Baltimore County (MD) Learning Outcomes Assessment Advisory Board Links findings in assessment reports to other college-wide initiatives and professional development opportunities Use of assessment processes and (findings) results Challenged faculty to reexamine prompts used in assessment Clarity of written prompt & extent it supports program goals Common assignment options and common rubric increases faculty understanding and buy-in Builds faculty unity toward common goals Public web page enhances communication and accessibility to information

  37. Reports as Institutional Learning& Resource Allocation • CHEA award winner, 2010 • Institutional Progress in Student Learning Outcomes

  38. Reports as Institutional Learning& Resource Allocation Northern Arizona University- Seals of Assessment Achievement & Excellence Purpose: To recognize programs that have demonstrated significant progress with assessing student learning To promote “best practices” in assessment by sharing practical experiences To encourage programs to showcase program-level achievements and to adjust curricula when appropriate.

  39. Reports as Institutional Learning& Resource Allocation Feedback & recognition Feedback rubric for annual assessment reports Conversations and action Collection and analysis of evidence Implementation of findings Recognition (achievement & excellence)

  40. Reports as Institutional Learning& Resource Allocation Seal of Assessment Achievement Academic programs earning this recognition have demonstrated in their annual report that learning outcomes have been assessed through two or more methods, and findings have been discussed among the faculty.

  41. Reports as Institutional Learning& Resource Allocation Seal of Assessment Excellence Academic programs earning this recognition have demonstrated a thorough implementation of assessment plan(s) the reporting of meaningful assessment data the discussion of findings among faculty and perhaps students the use of findings to showcase student achievements and to make curricular adjustments.

  42. Reports as Institutional Learning& Resource Allocation Mesa College (AZ) Results Outreach Committee Promotes use of outcomes data in relation to faculty development, pedagogy and academic climate Groups of faculty offer a proposal for summer or academic year work above the course level Resulting report placed on the web and used for campus discussion and action

  43. Report as Quality Assurance • National Institute for Learning Outcomes Assessment (NILOA) • Assists institutions & others in discovering & adopting promising practices in the assessment of college student learning outcomes. • Documenting what students learn, know and can do is of growing interest to colleges and universities, accrediting groups, higher education associations, foundations and others beyond campus, including students, their families, employers, and policy makers.

  44. Report as Quality Assurance • NILOA • 2010 Webscan report Exploring the Landscape: What Institutional Websites Reveal About Student learning Outcomes Assessment Activities • 2010 Connecting State Policies on Assessment with Institutional Assessment Activity • Ease dropping • www.learningoutcomeassessment.org

  45. Report as Quality Assurance Promising Vehicles for Expanding Information to the Public Brief narrative report from annual assessment reports Simple statistical reports on learning outcomes or surveys Best practices stories supported by assessment Peter Ewell. Accreditation & the Provision of Additional Information to the Public about Institutional and Program Performance, CHEA, May 2004

  46. Quality Assurance to the Public Voluntary System of Accountability APLU & AASCU (520 public institutions, award 70% of bachelor’s degrees in the US each year) Started 2007 College Profile (includes learning outcomes & links to campus) Proactive initiative to document learning gains and average institutional scores (choice of 3 national instruments) Proactive initiative to illustrate unique campus learning outcomes assessment work Promoting a learning institution Ease Dropping http://www.collegeportraits.org/

  47. Quality Assurance to the PublicVSA Example, Cal Poly Pomona http://www.collegeportraits.org/map Cal Poly Pomona http://www.csupomona.edu/~academic/programs/ge_assessment/