Student Services Assessment WorkshopCollege of the RedwoodsAngelina Hill & Cheryl TuckerNov 28th & 30th, 2011
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.
Assessment Cycle
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)
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.
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
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.
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)
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.
Example SLO
Students will be able to calculate his/her 32-hour weekly requirement of education, supervised study time, and work-study activities as a result of participating in a CalWORKs counseling session.
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.
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.
SLO Group Activity
Assessment Cycle
Developing Assessment Instruments Common tools to measure your
outcomes Surveys Focus groups Pre and post measurements Frequency of specific student
activities/behaviors
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
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
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.
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.
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
Available from IR Retention rates Completions and transfers Enrollment trends Diversity of student body Course statistics
Success, withdrawals, GPA
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?
Example SLO – Students will pay their registration
fees in a timely manner. Can be measured by number of
deregistered students over time
Sharing your Findings Important considerations
Audience Timeline How to keep it consistent
Closing the Loop Taking actions based on your results