Making the Connection between Assessment and Learning More Intentional Carol Rovello, Director of Employee & Organization Development Sherian Howard, CAD Technology Chair Asheville-Buncombe Technical Community College

Welcome Today’s Agenda: 1.Overview of A-B Tech’s AFL Project 2.A-B Tech’s Assessment Model 3.Summary and Future Plans 4.Final Questions

AFL Project Overview Project Objectives Participant Objectives Our Team Our Approach

Assessment Flow Chart

1. Conduct the Occupational Analysis Develop the occupational definition –Brief summary of the position –Tells who, what, how, and why Confirm and prioritize the primary duties –A duty is a general area of competence that successful workers in the occupation must demonstrate or perform on an ongoing basis. – A duty must have at least two tasks.

1. Conduct the Occupational Analysis Confirm the primary tasks –A task is a work activity that has a definite beginning and ending, is observable, consists of two or more definite steps, and leads to a product, service, or decision. –Frequency –Criticality –New employee

1. Conduct the Occupational Analysis Review the knowledge, skills, and traits needed to perform the job successfully and suggest changes, additions, deletions –Knowledge is an understanding of and/or familiarity with facts and information. –A skill is the ability to perform occupational tasks with a high degree of proficiency. –A trait is an innate ability or distinguishing quality that allows an individual to complete a job.

2. Develop Program Competencies Broad areas of student learning that correspond to the occupation’s knowledge and skill requirements Traits are inherent, but instructor should know what they are –To best advise students regarding their suitability for the occupation –To develop learning activities that enhance those traits

3. Identify Student Learning Outcomes and Determine How Student Learning Will Be Assessed Learning outcomes and assessment methods should be identified concurrently Learning outcomes correlate to one or more of the program competencies -identify for new programs -update/enhance for existing programs

4. Plan Student Learning & Assessment Activities At this level, assessment is concurrent with teaching and learning Activities provide… -Information to the student -Information to the instructor so s/he can make course/teaching adjustments

4. Plan Student Learning & Assessment Activities Examples include: –Instructor lectures –Audio/visual/technology –Class activities –Lab projects –Assignments –Field trips –Prompts

5. Utilize Formal Assessment Tools to… Measure the extent to which the student mastered the knowledge and/or skills Evaluate the effectiveness of the teaching Evaluate the effectiveness of the course

5. Utilize Formal Assessment Tools Assessment tools that we explored –Grading rubric – scoring guide for written work, performance, or presentation –Written tests, i.e. multiple choice – demonstrate knowledge –Performance tests – demonstrate skill(s) –Interpretive exercise – apply knowledge to new situation –Reflective writing – students think and write about what they have learned and how they will use this information

5. Utilize Formal Assessment Tools If overall assessment results are poor for a particular topic, examine the… - assessment tools - teaching delivery - activities

6. Evaluate the Effectiveness of the Program Consolidate and Compare assessment results for all courses Review capstone course outcomes and student portfolios

6. Evaluate the Effectiveness of the Program (continued) Compare results with program competencies Re-evaluate program competencies and adjust as needed –Advisory committee input –Occupational analysis

6. Evaluate the Effectiveness of the Program Use assessment results to make course and program improvements. An intentional process

Summary and Future Plans What we have learned Next steps How we will share this information Questions?