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

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

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

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

6. Reason #3: Generalizability
@ 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. Reason #4
SACS

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
Comparability of distance and correspondence 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.

9. The (former) Guidelines

11. Q1: Is the distance education program reflected in the institution’s strategic (or master) plan?
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.
PM 16—Success 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. 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?
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.

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
points is the total possible a teacher can earn - believe its 91
minimum is what they need to pass - I am happy if they get 63 or above (hybrids may do feedback in class or individually so we learned the way the QAP is now hybrid instructors may get lower scores due to no feedback to students even through they may do it during or after class - so we are modifying this for hybrids next go around
earned is what they actually got so Laurie Freshwater may have earned a 70 and Mary Walton a 67 - below 60 we have them come back to Pre-Ah to do a 2 hour meeting to fix what needs to be addressed.

16. The QAP Score Card: Learning

17. FA08 internet: 61 sections; 67% success
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. ILLOs (Gen Ed outcomes) Program Reviews
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)
Communication
Computer Literacy
Critical Thinking
Humanities & Fine Arts
Information Literacy
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.
Assessment: Advisement assignment in ACA 115 & 118 evaluated by rubric.
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

28. Course-Level Assessment
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) ACC 120 BUS 110 ECO 251/252
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. “I have to pull teeth to get them to post even when they get a score”
Conclusions
“I got rid of [the discussion board]…it’s 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 it’s not really a discussion board… it’s more of an assignment tool”

38. “Participation is reserved for those on the bubble.”
“There’s nothing like a good old test. It averages. Students can’t argue the grade. They’re either right or wrong.”

39. Title III Director Carteret Community College staubd@carteret.edu
Donald Staub
Title III Director Carteret Community College