EVERGREEN VALLEY COLLEGE Spring PDD, March 23, 2012 PRESENTED BY DR. ABDIE TABRIZI ENGINEERING FACULTY SLO COORDINATOR LYNETTE APEN RN, MS SLO Assessment Cycle Course and Program An EVC Student Learning Outcome (SLO) Committee Presentation

EVC SLO Sub-Committee Members Abdie Tabrizi  MSE Janice Toyoshima  MSE Kara Potter  NAH Victor Garza  SS Vicki Brewster  Curriculum Eric Narveson  SSHAPE Sherryanne Lim  LA Nasreen Rahim  Library Learning Resources Lisa Kalenda  Accreditation Keith Aytch  Academic Affairs * special acknowledgement Shashi Naidu, Rita DeLaCerda, Paulette Romano & Pat Bruno*

PDD Learning Outcomes Define assessment purposes/guidelines and access appropriate resources Plan for and implement assessment for previously created SLOs. Utilize assessment data to analyze learning/services and implement changes as indicated. Please note that the assessment process is not a part of faculty or staff evaluation.

Why Assess? How do we know what students are learning? Are students acquiring the needed skills and values? How do we improve our practice to address student success? Can students apply information to real world experiences? Are teaching practices equally effective for diverse populations?

Who’s Involved? Student Learning Faculty Staff Administrator Research

Assessment Defined Positive changes in teaching and learning Modify instruction or SLO Inform program review, integrated planning and resource allocation Process provides continuous flow of evidence Demonstrate learningIdentify areas of improvement Manageable data directly tied to decision making Qualitative (Descriptive data; narrative: Essay) Quantitative (numerical or statistical value: multiple choice exam)

Quantitative or Qualitative Measures actual student learning Math test Direct Perception of student learning Degree completion or employer survey Indirect Collected during the course; “in progress learning” Allows for corrective feedback Formative Collected for evaluation purpose; “after the fact” Final exam Summative Types of Assessment

Direct data Indirect data Imbedded questions on exam or assignment Licensing exam Assignment with scoring rubric Collective portfolio Essay Standardized test Exit Survey Satisfaction survey Employer survey Examples of Assessment Tools

Keep in Mind Faculty-driven: Dynamic, collaborative and continuous Focus on learning Integrated and is not above what is already done Leads to positive change in teaching and learning SLO Assessment

Reporting Results Improving Practice Assessment summaries Celebrate results Identify improvement Areas for greater inquiry Sustainable Modify SLO Modify instruction or service Integrate to program review, integrated planning and resource allocation REASSESS Closing SLO Assessment Loop

PDD Breakout Sessions Student Services  Gullo II  Status of assessment implementation  Analysis of data  Document and Report out Instruction  Gullo I  Identify course assessment tool/timeline  If applicable, data analysis  Document and Report out  Identify program assessment tool and timeline Administrative Services  Gullo I Lounge  Develop service SLO  Identify assessment tool/timeline  Document and Report out

Follow-up Training Opportunities TLC and SLO Sub-committee partnered to offer 3 additional SLO Assessment Workshops  Thursday, 3/29/12: 12-1:30 pm in LE228  Topic: f/u from PDD  Lunch provided for participants  Wednesday, 4/11/12: 2-4pm in LE 228  Topic TBD  Snacks provided for participants  Friday, 4/27/12: 12-1:30 pm in LE 228  Topic TBD  Lunch provided for participants

References Allen, G., Cummings, V. & Sands-Miller, D. (Fall 2007). Course and program student learning outcomes assessment handbook: course and program level principles and practices. Project Learn; Santa Rosa Junior College. BRIC Inquiry Guide (June 15, 2010): Assessing Student Learning ( Fulks, J., Pacheco, B. (n.d.). Student Learning Outcomes Assessment.