Assessment of Student Learning

February 2006

• Where we were

• Where we are now

• Where we are headed

The Road to Assessment…

Assessment Committee

• Debbie Hardy, Director of Assessment

• Kim Kirby, Faculty Co-Chair

• Georgia Lynn, Faculty Co-Chair

• Carolyn Boone

• Joe Carter

• Ja Chambless

• Susan Coit

• Amy Hudson

• Linda Killion

• Dr. Debby King

• Gwen McGhee

• Tracy McGraw

• Chris Maloney

• Phyllis Orlicek

• Carolyn Quarrells

• Monica Quattlebaum

• Edelma Simes

• Tiffany Rogers

• Shelby Wheeler

Assessment

• A good assessment process can answer three related questions:

– What are we trying to do?

– How well are we doing it?

– How are we using what we discover to improve what we will do in the future?

Purpose of Assessment

• Assessment is the measurement of student learning

• Improvement of student learning requires that you do something with the assessment results – close the loop

• Internal and External

Assessment

• Internal– Measure student learning

• Ongoing cycle of setting goals• Measuring attainment of goals• Using results to make informed decisions to continue

improvement

Assessment

• External– Request for accountability

• Higher Learning Commission (HLC)• Arkansas Department of Higher Education (ADHE)

• Accrediting Agencies for Academic Programs• Other Stakeholders (legislators, parents)

PCCUAAssessment Reporting Process

• Institutional Assessment – Established thirteen assessment goals with

specific outcomes

– Goals and outcomes represent the assessment annual report

• Division Assessment– Established goals and expected outcomes

Assessment Steps

• Write Expected Outcomes

• Establish Criteria for Success

• Assess Performance of Students

• Analyze Assessment Results

• Implement Improvements to Increase Learning

Closing the LoopReread, Review and Report Results

• Reporting Timeline

• Assessment Results Inquiry and Review for Final Report

• Assessment and Institutional Strategic Planning

Assessment Recommendations

• Assessment Recommendations Based on Reread, Review & Report

– Goal 2: Advising– Goal 9: Core Competencies– Goal 12: Syllabus

• Process of reviewing assessment outcome will assist in targeting goals to incorporate into college-wide strategic planning process

Assessment of Student LearningOutcome Results

• 2004-05– Goals & Expected Outcomes– Report of Data Collection– Plan for Improvement– Format adapted from Nursing tool

(National League of Nursing)

• Online - assessment web page– www.pccua.edu/assessment

Next Steps…

• PCCUA participated in a team-based workshop focusing on Making a Difference in Student Learning: Assessment as a Core Strategy (February 7-10, 2006 in Chicago)

• Continue to analyze data & use results to make decisions

• Connect assessment of student learning to overall institutional strategic plan

What Have We Learned…

• There is no perfect assessment model for every college

• Assessment has to be woven throughout all aspects of the college, not just academics

• Assessment is continuously evolving

What Have We Learned…

• Assessment is on-going and will not end

• Assessment is evidence of commitment to student learning– Not compliance– Not reporting– Not faculty evaluation

• Effective assessment becomes a matter of commitment, not a matter of compliance

Assessment is…

• A way to demonstrate institutional effectiveness

• A way to be accountable to various stakeholders

• A basis for conversations

HLC - Position on Assessment of Student Learning

• Focus is on learning– “Assessment of student academic

achievement is fundamental for all organizations that place student learning at the center of their education endeavors.”

• Learning is central

• Assessment is the strategy that is defined

HLC Buzzwords….

• Conversation

• Centrality

• “Messy Areas”

• Life of Learning

• Evidence

• Student Learning

Five Fundamental Questions as Prompts to Conversation

1. How are your stated student learning outcomes appropriate to your mission, programs, and degrees?

2. What evidence do you have that students achieve your stated learning outcomes?

3. In what ways do you analyze and use evidence of student learning?

4. How do you ensure shared responsibility for assessment of student learning?

5. How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?

Principles of Institutional Commitment

• No lone rangers

• Campus-wide involvement

• Assessment of all operations in context of their contribution to learning

• Debate and opposition allowed

Assessment of Student Learning

Library

Tutoring

Advising

Adjunct Faculty

Student

Affairs Academics

How do all the pieces connect to student learning?

HLC statement in 2004….

• The college has made notable progress in its assessment of student academic achievement.

• Following the establishment of a committee to examine assessment in 2001, the assessment plan has emerged as an instrument of change across all three campuses.

HLC statement…

• If the level of implementation that has been achieved across all three campuses continues to increase, particularly as it related to the strategic planning process, then the assessment effort may become a model for other colleges that may be struggling with the implementation of a measurable and meaningful assessment process.

Whose job is

assessment?

Assessment Is…

EVERYBODY’S JOB

Debbie Hardy, M.Ed.Director of Assessment & Institutional Effectiveness

Phillips Community College of the University of ArkansasP.O. Box 785Helena, AR 72342870-338-6474, ext. 1242870-338-7542 (fax)

dhardy@pccua.edu www.pccua.edu/dhardy

www.pccua.edu/assessment