1 / 25

Student Services Assessment Workshop

Student Services Assessment Workshop. College of the Redwoods Angelina Hill & Cheryl Tucker Nov 28 th & 30 th , 2011. The Assessment Movement. To become learner centered Learners, faculty, and institutions all need feedback in order to improve

Download Presentation

Student Services Assessment Workshop

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Student Services Assessment Workshop College of the Redwoods Angelina Hill & Cheryl Tucker Nov 28th & 30th, 2011

  2. The Assessment Movement • To become learner centered • Learners, faculty, and institutions all need feedback in order to improve • Institutions demonstrate accountability by evaluating student learning. • Ideally, the institution benefits, and accreditors are satisfied as well.

  3. Assessment Cycle

  4. Student Learning Outcomes (SLOs) • Structured events that occur outside of the classroom, complement the academic programs, & enhance the overall educational experience by: • Encouraging involvement in the campus community and society • Encouraging exploration of activities that provide opportunities for growth in individual and group settings • Exposing students to various cultures and experiences, ideas and issues, art and musical forms, and styles of life • Informing students regarding college policies and procedures and how these relate to their lives and activities • Aiding in the awareness and utilization of college facilities and resources • Assisting with developing leadership, decision-making and related skills Source: Student Life/Leadership, Maricopa Community Colleges, Arizona (www.maricopa.edu, 7/23/07)

  5. SLOs • ACCJC definition: the knowledge, skills, abilities or attitudes that students have attained by the end of any set of college experiences – classes, programs, degrees and certificates or encounters with college services.

  6. Objectives vs. SLOs • Objective – students will be self-directed learners by exploring career options • SLOs – students will demonstrate the ability to access basic career information (job description, salary, and occupation outlook) on the website • Objective – Assist self-directed learners by enhancing the one-stop shop operations • SLOs – Students will demonstrate the ability to navigate registration process in subsequent semesters

  7. Developing Objectives & SLOs • Develop objectives for your area • Objectives are general statements about aims of education that are broad. • Students will effectively use technology. • Students will have an awareness of support services.

  8. Developing Objectives & SLOs • Developing SLOs for your area • Look back at one of your objectives • What, specifically, do you want students to know or be able to do? • Essential and enduring abilities (skills) and attitudes (values, dispositions)

  9. Developing SLOs • Keep it simple. More is not better (3 max). • How will we know if students have attained the outcome? • Must be measureable • Use active, measurable words. • Avoid words such as understand, learn, know. These reflect mental processes that can’t be directly measured.

  10. Example SLO • Students will be able to calculatehis/her 32-hour weekly requirement of education, supervised study time, and work-study activities as a result of participating in a CalWORKs counseling session.

  11. New Blooms Taxonomy Taxonomy circle based on: Clark, B. (2002). Growing up gifted:Developing the potential of children at home and at school.Upper Saddle River, NJ: Merrill Prentice Hall.

  12. Learning Outcome? • Students will be able to submit an application for admissions on line with or without staff assistance. • Students will be self-directed learners. • Students will develop an education plan outlining steps necessary to reach goals. • Students will demonstrate information literacy. • Students will collect information for research assignments using library internet search tool. • Students will be provided with multiple opportunities to engage with a diverse student body.

  13. SLO Group Activity

  14. Assessment Cycle

  15. Developing Assessment Instruments • Common tools to measure your outcomes • Surveys • Focus groups • Pre and post measurements • Frequency of specific student activities/behaviors

  16. Assessment Instruments/Tools • Evidence can be quantitative: • Numeric data is collected • Several individuals are measured • Provides descriptive or inferential information • Better describes a group • Compare groups to each other • Explore trends over time

  17. Assessment Instruments/Tools • Evidence can be qualitative • Open-ended questions, observations, interviews, document analysis, audiovisual materials • Involves fewer students • Used to explore themes and search for larger meaning

  18. Assessment Instruments/Tools • Evidence can be Direct • Students are required to display their knowledge and skills • Quiz, analysis of student work (rubric), observation • Example: Students asked where they would go on campus to ask a question about registering for courses next semester.

  19. Assessment Instruments/Tools • Evidence can be Indirect • Student or faculty/staff provide a perception (reflect on) student learning, behavior, attitudes. • Survey, focus group, interviews • Example: To what extent do you agree with the following: I know where to go on campus if I have a question about registering for courses next semester.

  20. Other Examples • Time to complete a task • Number and type of student requests • Frequency of using particular program, process, etc. • Students or staff • Job placement statistics

  21. Available from IR • Retention rates • Completions and transfers • Enrollment trends • Diversity of student body • Course statistics • Success, withdrawals, GPA

  22. Examples • SLO– students will demonstrate knowledge of general education requirements. • Can be measured by: • Survey item: “I understand what courses are required for general education” • Quiz question: Which of the following courses meet a general education requirement?

  23. Example • SLO – Students will pay their registration fees in a timely manner. • Can be measured by number of deregistered students over time

  24. Sharing your Findings • Important considerations • Audience • Timeline • How to keep it consistent

  25. Closing the Loop • Taking actions based on your results

More Related