An initiative of the Research & Planning Group for California Community Colleges Assessing Student Learning Outcomes Presented by Jan Connal, PhD March 25, 2011 An RP Group initiative funded by the Hewlett Foundation Fall 2010

An initiative of the Research & Planning Group for California Community Colleges Introduction My focus today: Share SLO assessment strategies and models for instructional courses and programs Generate ideas about embedding assessment into our regular practices Prompt reflection about where you are and where you can go with your Instructional SLO assessment activities

An initiative of the Research & Planning Group for California Community Colleges Why do we Assess? What are the major overarching principles?  To implement strategies that respond to diverse needs.  To improve effectiveness by: Measuring how and what students learn, Developing new and varied educational experiences, and Revealing students mastery. 1. Promotes collaboration 2. Is dynamic and continuous 3. Ensures quality education 4. Focuses on learning; how, what and how well students learn 5. Is integrated into our daily teaching and planning Description Pg. 6 – Description

An initiative of the Research & Planning Group for California Community Colleges Background: Questions Facing Colleges Pg. 7– Background Can students apply information to real world applications? Are students acquiring needed skills and values?

An initiative of the Research & Planning Group for California Community Colleges Six Building Blocks to Assessment Pg. 10– Six Building Blocks

An initiative of the Research & Planning Group for California Community Colleges Research and Align SLOs Pg. 11– Building Blocks Building Block #1

An initiative of the Research & Planning Group for California Community Colleges Define Measurable SLOs 1. Can be observed and measured 2. Address knowledge, skills or attitudes as they relate to:  Cognitive Domain: Critical thinking  Behavioral Domain: Concrete actions  Affective Domain: Feelings and attitudes 3. Represent the overarching outcomes of a course, program, degree or certificate 4. Are larger and more encompassing than objectives Pg. 12– Building Blocks Building Block #2

An initiative of the Research & Planning Group for California Community Colleges Questions in the SLO Process Pg. 12– Building Blocks Building Block #2

An initiative of the Research & Planning Group for California Community Colleges Define and Conduct Assessment Assessment is a process that generates continual flow of evidence to demonstrate learning and to suggest areas for improvement. Data must be manageable and directly tied to decision-making. Evidence can be:  Quantitative: capable of numerical manipulation and analysis  Qualitative: performance or observational based experience Embedded assessment are those that are built into curricular or program activities. Pg. 13– Building Blocks Building Block #3

An initiative of the Research & Planning Group for California Community Colleges Analyze the Results Types of student performance from assessments Pg. 14– Building Blocks Building Block #4 Measures student attainment against a set of criteria Sets baseline levels of performance so that retest can be done after an intervention has been implemented.

An initiative of the Research & Planning Group for California Community Colleges Report the Results Pg. 15– Building Blocks Building Block #5

An initiative of the Research & Planning Group for California Community Colleges Improved Practice Ultimate goal of assessment:  Continued quality improvement  Positive changes in teaching and learning When examining improvements consider: 1. Modifying instruction 2. Improving student feedback 3. Changing programmatic structure 4. Integrating outcome results into program review 5. Linking results to inform integrated planning and resource allocation Pg. 16– Building Blocks Building Block #6

An initiative of the Research & Planning Group for California Community Colleges RP Group Website BRIC Rob Johnstone, BRIC Project Director Kathy Booth, RP Group Executive Director Priya Chaplot, BRIC Project Coordinator Find Out More!

An initiative of the Research & Planning Group for California Community Colleges BRIC TAP Inquiry Guide Series 1.Assessing Student Learning Outcomes 2.Assessing Strategic Intervention Points in Student Services 3.Assessing Institutional Effectiveness 4.Assessing Basic Skills Outcomes 5.Maximizing the Program Review Process 6.Turning Data into Meaningful Action 7.A Model for Building Information Capacity and Promoting a Culture of Inquiry 8.Research and Assessment for Non-credit Institutions