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