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Apples to Oranges to Elephants: Comparing the Incomparable.

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Presentation on theme: "Apples to Oranges to Elephants: Comparing the Incomparable."— Presentation transcript:

1 Apples to Oranges to Elephants: Comparing the Incomparable

2 Defining the Context

3 Assessment “…the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.” Palomba & Banta, 1999, pg. 4

4 General Education Assessment AQIP Project that began in the Fall 2013 Goal of the Project: –To strengthen the college’s ongoing assessment processes by focusing on the general education curriculum through development of a plan to assess general education courses.

5 General Education Student Learning Outcomes 1.Access and evaluate information from credible sources 2.Collaborate respectfully with others 3.Communicate effectively through the clear and accurate use of language 4.Demonstrate an understanding of the broad diversity of the human experience and the individual’s connection to society 5.Process numeric, symbolic and graphic information 6.Comprehend, analyze and synthesize written, visual and aural material 7.Select and apply appropriate problem-solving techniques 8.Use technology efficiently and responsibly

6 Task Force Faculty Senate Educational Affairs Committee Sub-committee General Education Assessment Council Groups involved in the Gen Ed Project

7 Processes of the Project

8 Timeline Mapping the Curriculum (September) Choosing an SLO (October) Choosing an Assessment Instrument (October) Determining levels of performance (January) Training on Assessment Instruments (January) Pilots (Spring Semester) Results (Summer)

9 Mapping the GE Curriculum

10 General Education Across the College 192 Courses 33 Departments

11 Direct Assessment of Student Learning

12 Engaging Faculty Spring 2014 Professional Development Days –Defining Mastery, Progressing, Low/No Skills for each SLO –Assessment Toolbox – Rubrics, Embedded, Pre/Post Test

13 Developing the General Education Assessment Plan Plan components: –Direct Assessment of Student Learning –Indirect Assessment of Student Learning –Engagement by Faculty –Opportunities for improved learning –Transparency of results

14 Indirect Assessment of Student Learning Indirect Assessment of Student Learning Outcomes Institutional Benchmarks Survey Results from CCSSE question(s): “How much has your experience at this college contributed to your knowledge, skills, and personal development in the following areas?  Acquiring a broad general education  Writing clearly and effectively  Speaking clearly and effectively  Thinking critically and analytically  Solving numerical problems  Using computing and information technology  Working effectively with others  Understanding people of other racial and ethnic backgrounds Student Perception National 50 th Percentile of Community College Students responding to CCSSE questions

15 Engaging Faculty and Improving Learning Determining SLOs Determining Mastery/Progressing/Low or No Skills Selecting Assessment Instrument Interpreting Results of Assessment in Their Discipline Acting on Assessment Results

16 Form C General Education Mastery Matrix SLO # 1 – Access and evaluate information from credible sources Course(s) (Aggregate reporting of all sections of a course) Assessment Method Pre/Post – Rubric - Embedded Total Number of Students Assessed in Courses being Reported Mastery Definition: Student uses appropriate methods to find and evaluate information in order to distinguish between credible and non-credible sources and select the most appropriate source(s). Progressing Definition: Student is able to differentiate between credible and non-credible sources, but not understanding all aspects of relevant tools or evaluating the source fully. Low/No Mastery Definition: Student cannot consistently differentiate between credible and non- credible sources. # in Class Attaining Mastery# in Class Progressing # in Class with Low/No Mastery Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)

17 Benefits of the Project

18 Transparency of Results Campus-wide Reporting of Gen Ed SLOs Departmental Gen Ed Results Kansas Board of Regents Higher Learning Commission Board of Trustees Community

19 Value of the Process Multiple access points for faculty involvement Shared responsibility for design and implementation Faculty autonomy of assessment at course and program level –SLO choices –Assessment Instruments –Student Performance Levels

20 GE Courses designated collect data Data collected is forwarded to department Results are aggregated and disseminated the department Faculty engage with data Results of discussion sent to the OOA Departments plan and act on results of data. Results disseminated to key stakeholders General Education Assessment Cycle

21 Early Results Living in Lake Woebegon Discussions will center on Assessment Instruments Spring Data may even out results

22 Contact Information: Sheri H. Barrett, Ed.D. Director Mary McMullen-Light Research Coordinator Office of Outcomes Assessment

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