Student LearningASSESSMENT

Higher Learning Commission

MCC’s Accrediting Body

HLC Criteria for Accreditation Assessment is mentioned 5 times in the criteria

Faculty participate in accreditation.

Demonstrate commitment to educational achievement and improvement.

Clearly stated goals for student learning.

Effective Assessment processes to assess achievement.

Use information gained from assessment to improve.

Category 1 – Helping Student Learn

Specifically related to assessment, the guidelines state:1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.

3. The institution uses the information gained from assessment to improve student learning.

4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

Clearly Stated Outcomes

We have 5 common student outcomesCommunicationCritical Inquiry Information Literacy Intra/Interpersonal ResponsibilityQuantitative Reasoning

Clearly Stated Outcomes

Your program and/or courses may also have specific outcomes in addition to these common outcomes. (Or you may want to develop/revise some too.)

Assessing Achievement

The Assessment Committee has developed standard rubrics to assess each Learning Outcome.

Standard process for collecting student level data from faculty.

Use Information gained from Assessment A summary report is generated

each term and disseminated. Faculty can request summary and

longitudinal data for their courses/students as needed.

Faculty are responsible for evaluating their assessment results and document improvement efforts on their AWP.

Adjunct Instructors should work with lead faculty to assist with the development of improvement efforts.

Plan

DoStudy

Act

The Deming cycle provides us with a basic model for an improvement cycle.

• Plan a project or activity• Do the steps of that plan• Study the results• Act on those results to create

improvement

Continuous Improvement Cycle

Continuous Improvement Cycle

• Review annual results.• Request focused reports from the IE office.• Talk with peers and brainstorm ideas.• Comparer them to the institutional averages.• Look at trends from other colleges (2 to 2, 2 to 4, etc.)

Continuous Improvement Cycle

• Identify one or more outcomes to improve in the next year.• Decide what actions may help improve student learning in

your course(s).• These decisions should be based on the results of the

“Study” component.

Continuous Improvement Cycle

• Document actions to be taken in Annual Work Plan (AWP).

• Share plans with other faculty/instructors.• Add items to syllabi, course materials, lecture

notes, and D2L as needed to inform students.• Update any artifacts (measures) or processes

for collecting assessment data.

Continuous Improvement Cycle

• Carry out the plan with the intent of improving student learning.

• Collect data to analyze improvements.• Submit results to support institutional analysis.