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 at Carteret Community College Donald Staub, Title III Director Carteret Community College ? ? ? ? ? ?

3. 252.240.9082

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

5. Techology Gap 2.0? Carteret County, NC

6. DL @ CCC 34 programs @ CCC SP10 enrollment ~1800 DL is 10+ years old Spring 2010 386 total sections taught 193 seated sections (50%) 75 Internet (20%) 41 Hybrid (10%) 77 Web-Based (20%)

7. 248 seated sections 62 internet sections (18 FT / 19 PT) 22 hybrid sections (13 FT / 9 PT) 37 web-based sections (25 FT / 9 PT) Fall 2009 data DL @ CCC

8. Why worry about DL assessment? Reason #1: Student Success Reason #2: Persistence College-Level: Course-Level: Reason #3: Generalizability (c.f. Oosterhof, et al, 2008)

9. SACS Reason #4

10. 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 http://www.sacscoc.org/pdf/081705/distance education.pdf

11. http://www.sacscoc.org/policies.asp (Jan 2010)

16. 2009-2012 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 16Success and Withdrawal Rates by Instructional modalities Q1: Is the distance education program reflected in the institutions strategic (or master) plan?

17. Q2: Is there evidence that outcomes for the program have been identified? AO #1: Faculty demonstrate the ability to teach in the online environment in a proficient (student centered) manner. Assessment: Quality Assessment Plan, 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/web-based 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?

18. 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 http://web.carteret.edu/keoughp/TitleIII/FinalQAP.xls

19. The QAP Score Card

20. The QAP Score Card: Learning

21. 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; 33% D, F, W FA07 internet: 59 sections; 34% D, F, W FA06 internet: 48 sections; 34% D, F, W Persistence -Fall 2009

22. 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 Review Evaluate Instructional Modalities

23. Modality Comparison institutional

24. Modality Comparison Gateway courses

25. Modality Comparison Program-level

26. Grade Distributions Fall 2008

27. ILLOs (Gen Ed outcomes) Communication Computer Literacy Critical Thinking Humanities & Fine Arts Information Literacy Personal Growth & Responsibility

28. 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. This exam consists of a hands-on skills assignment for Word, Excel, Access and PowerPoint and a 25 question Multiple choice assignment with questions regarding computer hardware, system software, internet browsers and other related computer terminology.

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

31. 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.

32. 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

33. 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

34. ACC 120

35. BUS 110 ECO 250

36. Conclusions - part I The largest issue confronting online assessments is that of the dynamics that occur when the instructor and student do not share the same immediate space. Milam, et al. (2004). In, Developing and Implementing Assessment of Student Learning Outcomes

37. Course-level assessment ART 111 HIS 111 RCP 114

38. ART 111

39. A - (100 - 90): - 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.

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

41. RCP 114

42. Conclusions - part II 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

43. 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.

44. Donald Staub Title III Director Carteret Community College staubd@carteret.edu staubd@carteret.edu 252- 222-6010 http://ccctitle3.wordpress.com/