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BC Draft Assessment BC Draft Assessment PlanPlan

Academic Senate Assessment Academic Senate Assessment CommitteeCommittee

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Why Learning Outcomes Assessment? Why Learning Outcomes Assessment? Become the Best Learning Institution Become the Best Learning Institution

Possible Possible • Focus on student success and improved Focus on student success and improved

learninglearning• Describe and validate what we doDescribe and validate what we do• Provide data to make evidence-based Provide data to make evidence-based

decisions decisions • Comply with WASC Accreditation Comply with WASC Accreditation

StandardsStandards• Comply with the new Master PlanComply with the new Master Plan• Improve accountability to the publicImprove accountability to the public

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What is Learning Outcomes AssessmentWhat is Learning Outcomes Assessment??

ACCJC accreditation standards define ACCJC accreditation standards define assessment as:assessment as:• any method an institution uses to gather any method an institution uses to gather

evidence for evaluating qualityevidence for evaluating quality• any data that is direct (from the any data that is direct (from the

students on learning) and indirect students on learning) and indirect (about the students assuming learning)(about the students assuming learning)

• including quantitative and qualitative including quantitative and qualitative datadata

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Direct and Indirect AssessmentDirect and Indirect Assessment

DirectDirect Measures actual Measures actual

student learningstudent learning• EssaysEssays• ExamsExams• RecitalsRecitals• PerformancePerformance• ProductProduct• SpeechSpeech• PortfolioPortfolio• ProjectProject

IndirectIndirect Measures an assumed Measures an assumed

indicator of learningindicator of learning• RetentionRetention• SuccessSuccess• TransferTransfer• Graduation ratesGraduation rates• Alumni & Alumni &

community surveyscommunity surveys• Employer surveysEmployer surveys• Student Satisfaction Student Satisfaction

surveyssurveys

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Draft Assessment Plan TeamDraft Assessment Plan Team

∞ ∞ BC Senate Assessment CommitteeBC Senate Assessment Committee* Attendees at AAHE Conference* Attendees at AAHE Conference

Greg Baxley* ∞Greg Baxley* ∞

Lara Baxley* ∞Lara Baxley* ∞

Greg Chamberlain*Greg Chamberlain*

Michael Einhaus ∞Michael Einhaus ∞

Julie Esch* ∞Julie Esch* ∞

Janet Fulks* ∞Janet Fulks* ∞

Sue Granger-Dickson* ∞Sue Granger-Dickson* ∞

Jack Hernandez ∞Jack Hernandez ∞

Joyce Kirst ∞Joyce Kirst ∞

Ed Knudson* Ed Knudson*

Clark Parsons*Clark Parsons*

Chris Romanowich* ∞Chris Romanowich* ∞

Liz Rozell* ∞Liz Rozell* ∞

Jerry ScheererJerry Scheerer

Rachel Vickrey* ∞ Rachel Vickrey* ∞

InSites Facilitators: Elizabeth InSites Facilitators: Elizabeth O’Connell,O’Connell,

Beverly ParsonsBeverly Parsons

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Draft BC Assessment PlanDraft BC Assessment Plan

Class and Course Assessment Senate Assessment Committee & Curriculum Committee

Program Assessment Program Review

Institutional Assessment Institutional Effectiveness

Student

Service

s &

Learn

ing

Support

Service

s

Assess

ment

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Course Level OutcomesCourse Level OutcomesEach Faculty Member:Each Faculty Member: Selects at least one classSelects at least one class Assesses at least 1 or 2 class SLOs Assesses at least 1 or 2 class SLOs

per yearper year Implements and documents changes Implements and documents changes

made to improve the classmade to improve the class Coordinates with program Coordinates with program

assessment plansassessment plansGoal to assess all SLOs within a course Goal to assess all SLOs within a course

over a 4-6 year cycleover a 4-6 year cycle

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Class and Course Outcomes Class and Course Outcomes Outcomes Strategies Measurable Progress Attainment Notes

1. Website for submission of SLOs

Submission FormSLO Criteria

WebsiteSubmissions

Feb 1-early submissionMar 1- all SLOs submitted

144 Submissions by Feb 1; 64% of faculty; 83% departments

2. Provide feedback and review

Group reviewDevelop methodology

Communication with faculty April – May 04 Feedback given to all who request it

IEC conscripted Assessment Committee

3. Workshops on class/course assessment plans

Plan workshops summer 04;Present at opening day -Fall 04

Attendance at workshopsSurvey faculty for improved help and workshops

Summer/Early Fall 04: Workshops held

Develop workshops and strategy;

4. Initiate dialogue on course SLOs

Faculty within departments begin to discuss course SLOs

Submit plan to website or person or committee

Fall 04: Official curriculum review document w/SLOs

This dialogue will be ongoing

5. Write class/course assessment plans

Faculty write assessment plan for one class

Submit plan to website Nov 04: Plans submitted Need data collection method – check plans

6. Implement assessment plans

Faculty implement 1 class assessment plan

Assessment Data Spring 05 plans implemented

Need to change curriculum review format

7. Finalize course SLOs

Coordinate course SLOS within each department

Faculty dialogue Spring 05 Mar –AprFinalize course SLOs for curriculum review

Continue dialogue; refinement of SLOs

8. Develop course assessment plans

Use successful plans as models

Faculty input; ongoing dialogue

Spring 06 Course Assessment plans due

Submit assessment plans and data for courses

9. Close the loop Gather data through mixed methods from faculty & dept on how SLOs effected education

Collection of artifacts and records of reports

Information used to change class delivery or outcomes success

Need to have dialogue to help new faculty and improve what we are doing

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How do Assessment and Grading How do Assessment and Grading Differ?Differ?

GradingGrading• Individual instructor’s Individual instructor’s

definitiondefinition

• Purpose to rank students Purpose to rank students

• Less systematicLess systematic

• Includes data other than Includes data other than student learning (e.g. effort student learning (e.g. effort or participation)or participation)

• No external accountabilityNo external accountability

AssessmentAssessment• Produced through dialogue Produced through dialogue

• Purpose to improve learningPurpose to improve learning

• Systematic with criteria e.g. Systematic with criteria e.g. rubricsrubrics

• Focuses on specific Focuses on specific outcomes and competenciesoutcomes and competencies

• Based upon criteria Based upon criteria communicated to the public communicated to the public for accountabilityfor accountability

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Program Level OutcomesProgram Level Outcomes Define Program: pathways,

departments, service areas, or other Course and Program SLO Alignment

matrix Assess at least 1 or 2 program SLOs

per year Implement and document changes

made to improve program outcomesGoal: to assess, as part of program review, all

program SLOs within a program review cycle

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Course and Program SLO Course and Program SLO Alignment MatrixAlignment Matrix

Measure program Measure program SLOs are learning SLOs are learning outcomes for a outcomes for a program that will be program that will be measured to assess measured to assess the effectiveness of the effectiveness of that course of studythat course of study

Analyze effectiveness Analyze effectiveness both formatively (F) both formatively (F) and summatively (S)and summatively (S)

CourseCourse Program SLOsProgram SLOs

SLO1SLO1 SLO2SLO2 SLO3SLO3 SLO4SLO4 SLOSLO

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Chem 11Chem 11

ChemistryChemistryFF FF FF FF

Bio 14Bio 14

AnatomyAnatomyFF FF SS

Bio 15Bio 15

PhysioPhysioFF SS FF SS

Bio 16Bio 16

MicroMicroSS SS

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Program Level OutcomesProgram Level Outcomes Define Program: pathways,

departments, service areas, or other Course and Program SLO Alignment

matrix Assess at least 1 or 2 program SLOs

per year Implement and document changes

made to improve program outcomesGoal: to assess, as part of program review, all

program SLOs within a program review cycle

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Program Assessment & Program ReviewProgram Assessment & Program ReviewOutcomes Strategies Progress Attainment Notes

1. Program Definition

Degrees, prerequisites, programs, departments, learning support services, GE outcomes, AB1725, based on SLOs

Spring 04 All programs defined Unit plans will help

2. Program review format

Use Leicester, WASC accreditation

Spring 04 New format completed Revised program review will link course outcomes with institutional strategic initiatives.

3. Develop Program SLOs and assessment plans, begin assessment training.

Use matrix of courses related to SLOs to depict program outcomes. Once SLOs & assessment plans are developed, assessment should begin on some of the SLOs.

Spring 04-Fall 04

All programs will have SLOs and an assessment plan.

Begin implementing assessment plan Fall 05.

4. Representative pilot programs use new program review format

Pilot programs will assess at least one or two outcomes. Select and train pilot participants to use new program review format.

Fall 04 Pilot programs complete new program review and now have some assessment data.

Evaluate and revise review format.PR should be easier with program outcomes assessed.

5. Pilot program presentation.

Pilot programs will present PR to IEC

Spring 05 New program review format is tested.

Ongoing revision and improvement of process.

6. New program review

Select and fully implement PR; schedule reviews and begin cycle.

Fall 05 – Spring 07

New program review process cycle takes place.

7. Close the loop Gather data via mixed methods on how program assessment and review effects education.

Collection of data, artifacts, reports, interviews, surveys.

Data used to modify class delivery and/or outcomes success.

Essential to document Essential to document information for accreditation. information for accreditation.

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Institutional Level OutcomesInstitutional Level Outcomes

1. Improve student access, retention, and success

2. Provide effective learning and earning pathways for students

3. Support student learning through appropriate technology

4. Support student learning through streamlined systems and processes

Institutional SLO’s based upon the Institutional SLO’s based upon the 4 BC strategic initiatives4 BC strategic initiatives

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Pathway for Institutional Pathway for Institutional AssessmentAssessment

Develop Institutional SLO’s, Effectiveness Indicators (EI’s) and assessment methods

Assess at least 1 or 2 Institutional SLO’s/EI’s each year and communicate results

Implement and document changes made to improve institutional outcomes

Goal to assess institutional SLO’s/EI’s within an accreditation cycle

Words of Wisdom:Don’t measure with a micrometer, and don’t measure everything!Use valuable but low-effort assessment methods.

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Institutional Level Outcomes: ProgressInstitutional Level Outcomes: ProgressOutcome Strategies Progress Attainment

Determine group responsible for task

Build new subcommittee/ task force from College Council/ Senate

Begin Spring 04 Group formed and acknowledged by Senate/College Council and President’s Cabinet

Define both Student Learning & Effectiveness Indicator (EI) outcomes – EI’s are productivity/ compliance focused

Develop assessable outcomes based on 4 Strategic Initiatives

Some assessment under way (tracking data for retention/ success/ Noel Levitz, PFE Goals, others)

List of outcomes sent to campus community Coordinate current assessment methods with 4 Initiatives

Develop and Pilot Assessment tools, mechanisms

Research current practices, off shelf products

Pilot evaluation and modifications

Use assessment data for better planning and$$ allocation

Annually communicate institutional outcomes: strengths & weaknesses

BC Research Web site, presentation of access, retention, & success trend data.Collection of data, artifacts, and records of reports

Annual presentation of Institutional Effectiveness Report to College Council/ Senate, and Board; Evidence of impact upon planning and budgeting

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Draft BC Assessment PlanDraft BC Assessment Plan

Class and Course Assessment Senate Assessment Committee & Curriculum Committee

Program Assessment Program Review

Institutional Assessment Institutional Effectiveness

Student

Service

s &

Learn

ing

Support

Service

s

Assess

ment

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Overall Time LineOverall Time LineCourse AssessmentFall 03

- SLO workshops- SLOs for one class

Fall 04 - Spring 05

- Assessment workshops- Class assessment plans- Assess 1 or 2 class SLOs- New curriculum format

Fall 05- Spring 06

- Course Assessment- Course assessment plans- Assess 1 or 2 Course SLOs- Close the loop – modify and improve

Program AssessmentSpring 04

-Define program- New program review & assessment format

Fall 04-Program matrices- Pilot new format

Spring 05- Present pilot

Fall 05- New program review & assessment

Institutional Assessment

Spring 04

-Institutional Committee- Define effectiveness indicators

Fall 05

Develop pilot & assessment tools-Present pilot data

Spring 06

- Use assessment for budgeting and planning

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How Does Assessment Improve How Does Assessment Improve Learning?Learning?

Helps align programs of study – pre-requisites have SLOs that directly connect to sequential classes

Provides accountability to students, public and other instructors

Should link to budgeting and planning Should improve instruction Should improve institutional effectiveness Should help communicate clear

expectations for students, faculty and staff

2020

Why Assessment? Why Assessment? It’s all about improved studentIt’s all about improved student learninglearning