1. Assessment Taskforce Update College Council November 6, 2009

2. Assessment is... "the systematic collection of information about student learning... in order to inform decisions about how to improve learning" (Walvoord 2004). "the systematic collection of information about student learning... in order to inform decisions about how to improve learning" (Walvoord 2004). A larger philosophy that leads to continuous improvement in all areas of an institution. A larger philosophy that leads to continuous improvement in all areas of an institution. Flexible, according to needs, interests, and priorities. Flexible, according to needs, interests, and priorities.

3. Assessment: it’s happening! Assessment is all about improving student learning. Assessment is all about improving student learning. CCC must do it to maintain accreditation. CCC must do it to maintain accreditation. Assessment is a part of a continuous improvement process. Assessment is a part of a continuous improvement process. In the long term, it will improve teaching and learning. In the long term, it will improve teaching and learning.

4. Assessment is worth doing because… Provides different information than grades do. Provides different information than grades do. Makes it easier to see what works and what doesn’t. Makes it easier to see what works and what doesn’t. Helps faculty and the college target specific improvements. Helps faculty and the college target specific improvements. Encourages collaboration between departments. Encourages collaboration between departments. Gives a picture of students’ integrated learning at CCC. Gives a picture of students’ integrated learning at CCC.

5. CCC’s 2006 Accreditation “recommended” assessment “While noting that assessment is conducted at the course level, the [Accreditation] Committee did not find evidence that student learning outcomes are identified, published and assessed for transfer degrees. The Committee recommends the College identifies, publish, and systematically assess the expected learning outcomes for its transfer degrees.” (Eligibility Requirement 12, Commission Policy 2.2, Standard 2.B.2)

6. In response, we developed an assessment program 2007/08 2007/08 General Education outcomes written. General Education outcomes written. General Education outcomes published in the catalog. General Education outcomes published in the catalog. 2008/09 2008/09 All courses mapped to the outcomes. All courses mapped to the outcomes. Online assessment tracking tool developed with ITS and piloted in 50-60 class sections. Online assessment tracking tool developed with ITS and piloted in 50-60 class sections. 2009/10 2009/10 Assessment tool will be implemented for all classes that map to the general education outcomes. Assessment tool will be implemented for all classes that map to the general education outcomes. Moving toward a culture of assessment. Moving toward a culture of assessment.

7. 1. OUTCOME: Writing 2. OUTCOME: Speech and Communications 3. OUTCOME: Mathematics 4. OUTCOME: Humanities, Arts and Letters 5. OUTCOME: Social Sciences 6. OUTCOME: Science 7. AAOT EMBEDDED FOUNDATIONAL CONTENT: A.Demonstrate information literacy and critical analytical activity. B.Demonstrate an awareness of culture and community issues, values, resources and diversity. C.Express growing awareness of physical activity as part of a healthy lifestyle. 8. ASOT OUTCOMES: A.Understand and apply micro- and macroeconomic theories and models to individual, group, and societal behavior and choices. B.Recognize and apply business statistical methods and explain how they affect business decision making. C.Prepare letters, reports and memos related to business topics using technology.

8. General Education Outcomes Mapping 1. OUTCOME: Writing A.Write fluently and appropriately for a variety of audiences, situations, and academic disciplines. B.Revise effectively. C.Use technology to prepare manuscripts and pursue research. D.Respond to and defend positions on complex ideas, issues, and texts, using sources effectively and ethically. 2. OUTCOME: Speech and Communications A.Use knowledge of various influences on the communication process to create and interpret messages. B.Organize and deliver effective verbal and nonverbal messages. 3. OUTCOME: Mathematics A.Use college level mathematics to analyze and solve problems. B.Recognize mathematics applications and apply appropriate techniques to arrive at solutions. C.Accurately interpret and communicate results.

9. The Assessment Tracking Tool

10. It’s an interactive form It’s an interactive form It asks faculty to assess any G.E. Outcomes that have been mapped to their class. It asks faculty to assess any G.E. Outcomes that have been mapped to their class. It’s available from Nov. 23 to two weeks after grades are due. It’s available from Nov. 23 to two weeks after grades are due. Using the Assessment Tracking Tool

11. This is an ongoing, campus-wide effort! Some of the many who have helped so far: Faculty Faculty Assessment Task Force Assessment Task Force Instructional Technology Services Instructional Technology Services Curriculum Committee Curriculum Committee ISP Committee ISP Committee Deans’ assistants Deans’ assistants Department secretaries Department secretaries

12. This fall, we are beginning to assess our outcomes and use the results Fall 2009 Fall 2009 Each faculty member will access and learn to use the assessment tracking tool. Each faculty member will access and learn to use the assessment tracking tool. Faculty can use the tool to report assessments from one or more classes. Faculty can use the tool to report assessments from one or more classes. Winter 2010 Winter 2010 Faculty will track assessment for all classes using the tracking tool. Faculty will track assessment for all classes using the tracking tool. Faculty will begin to incorporate general education outcomes assessment into class design. Faculty will begin to incorporate general education outcomes assessment into class design. Spring 2010 Spring 2010 Faculty will continue to report on assessment. Faculty will continue to report on assessment. Begin analyzing assessment data at the class and degree levels. Begin analyzing assessment data at the class and degree levels.

13. CCC’s Long-term Assessment Goals Build a culture of continuous improvement Build a culture of continuous improvement Support instruction Support instruction Focus on learning Focus on learning

14. Questions?