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When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations.

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Presentation on theme: "When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations."— Presentation transcript:

1 When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations on the assessment of online learners. Oosterhof, et al. (2008) Assessing Learners Online

2 Donald Staub, Title III Director Carteret Community College ? ? ? ? ? ? Assessing Distance Learning: Are they learning what we think they are?

3 The Lineup CCC Why Worry about DL Assessment? How Were Doing It The DL Program DL in Programs Barriers, Conclusions & Solutions ccctitle3.wordpress.com

4 CCC 33 CCC FA10 enrollment ~1800 DL is 10+ years old FA total sections taught 243 seated sections (72%) 64 Internet (20%) 29 Hybrid (8%) 58% FT / 42% PT

5 Why worry about DL assessment? Reason #1: Student Success Reason #2: Persistence (btw: success vs. retention vs. the College-Level:

6 @ the Course-Level: Reason #3: Generalizability (c.f. Oosterhof, et al, 2008) Generalizability is the degree to which learner performances that are observed generalize to performances that are not observed. [i.e. learning]

7 SACS Reason #4

8 Comparability of distance education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes, student retention, and student satisfaction. (CS 3.3.1) COC Distance Education Policy Statement

9 The (former) Guidelines

10

11 Strategic Plan We will create a culture where all institutional actions are focused on improving student learning and success and leading to student goal completion. Q1: Is the distance education program reflected in the institutions strategic (or master) plan? PM 16Success and Withdrawal Rates by Instructional modalities

12 Q2: Is there evidence that outcomes for the program have been identified? DL-AO #1: Faculty demonstrate the ability to teach in the online environment in a proficient (student centered) manner. DL-AO #2: Students have more educational options to pursue degrees, diplomas, and certificates due to expanded online course offerings at CCC. Other possibilities: Growth rate, Success rates, Infrastructure-related….

13 AO #1: Faculty demonstrate the ability to teach in the online environment in a proficient (student centered) manner. Assessment: Quality Assessment Plan, Success/ Persistence Rates, Student Surveys/Evaluations. AO #2: Students have more educational options to pursue degrees, diplomas, and certificates due to expanded online course offerings at CCC. Assessment: The number of internet/hybrid sections offered. Q3: Is there evidence that the effectiveness of the distance education program is regularly assessed and steps taken for improvement of the program?

14 The QAP (Quality Assessment Plan) Developed in-house (using models) Peer-reviewed by content specialist Stipends (T3) All current online courses have been reviewed All new online courses must be reviewed/ certified

15 The QAP Score Card

16 The QAP Score Card: Learning

17 248 seated sections 72% success / 25% D, F, WD (14% W) 62 internet sections 68% success / 31% D, F, WD (16% W) 22 hybrid sections 75% success / 24% D, F, WD (9% W) FA08 internet: 61 sections; 67% success FA07 internet: 59 sections; 66% success FA06 internet: 48 sections; 66% success Success - Fall 2009

18 Q3: Is there evidence that the effectiveness of the distance education program is regularly assessed and steps taken for improvement of the program? Modality Comparison Grade Distributions ILLOs (Gen Ed outcomes) Program Reviews Evaluate Instructional Modalities

19 Modality Comparison Institutional-level

20 Modality Comparison Gateway courses

21 Modality Comparison Program-level

22 Grade Distributions

23 ILLOs (Gen Ed outcomes) 1. Communication 2. Computer Literacy 3. Critical Thinking 4. Humanities & Fine Arts 5. Information Literacy 6. Personal Growth & Responsibility

24 Computer Literacy - CIS 110 Outcome: Students demonstrate proficiency in the use of computer technology including application software, system software, and internet browsers. Assessment: Final Exam in CIS 110.

25 Computer Literacy - CIS 110 Section-by-section analysis

26 Computer Literacy - CIS 110 Same instructor teaching one section of each

27 Personal Growth & Responsibility ACA 115 Outcome: Students demonstrate the ability to understand and manage self effectively. Results Spring 2009: 131 total projects submitted; 81% scored 80 or above. Seated 115: 85% scored 80 or above Online 115: 81% scored 80 or above Assessment: Advisement assignment in ACA 115 & 118 evaluated by rubric.

28 Q4: Has the institution developed student learning competencies for the courses/programs offered by distance education? If these are the same competencies for courses/programs offered by traditional methodologies, is assessment identified for distance learning students separate from students taking courses by traditional methodologies? Yes! … No?…maybe?? PLLOs Course-Level Assessment

29 PLLOs (SLOs) Same instructor teaching one section of each (take a look at a common assignment from each section) ACC 120 BUS 110 ECO 251/252

30 ACC 120

31 BUS 110 ECO 250

32 Course-level assessment ART 111 HIS 111 RCP 114

33 ART 111

34 A - ( ): - You posted 3 or more times and you completed the Assignment with a well thought through response. (The more you post MEANINGFUL responses over 3 the higher your grade. Though welcome and expected, please understand that a One or Two sentence "feel good" post such as (... Great response Michaela!!) or (... I love how you put the meaning and then went down and talked about them. it made it easy to understand!!) will count for very little towards your grade.

35 HIS 111 Essays (online) vs. Research Paper (seated) … same rubric

36 RCP 114

37 Conclusions I got rid of [the discussion board]…its a pain in the ass. I have to pull teeth to get them to post even when they get a score 20-30% of entire grade is Db…but its not really a discussion board… its more of an assignment tool

38 Participation is reserved for those on the bubble. Theres nothing like a good old test. It averages. Students cant argue the grade. Theyre either right or wrong.

39 Donald Staub Title III Director Carteret Community College


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