Intro to Outcomes

What is “Outcomes”? A. a statewide initiative aimed at improving learning and accountability in education B. a standing SFCC committee dedicated to supporting the improvement of learning through assessment

C. a desired ability, such as “responsibility” D. All of the above

The Answer Is…. D. All of the above!

History Started as a national reform effort in higher education in the ’80s Two Goals: –Assess the results of students’ participation in community college education, identifying strengths and weaknesses –Improve the quality of education for students

Washington State HEC Board’s 1987 Master Plan: Dual purposes of assessment: institutional improvement and public accountability should be “mutually supportive.”

HECB Master Plan Administration and faculty should collaborate to develop assessment processes to identify problem areas in curriculum and instruction. Assessment will identify areas of strength that can be adapted for other areas.

Accountability “Taken as a whole, institutional assessment can provide important information for state policy makers and the public on the quality of higher education.” (HECB, 1987, p. 42)

Assessment and Improvement Washington State Legislature established funding for an assessment system focusing on student learning and achievement. Each community college receives designated allocation of money for assessment

State Board for Community and Technical Colleges (SBCTC) provides staff coordination and leadership. Annual conference Monthly newsletter Liaison retreats Networking

“Each college has had the flexibility to develop its own assessment program based on local needs, priorities, and cultures.” -- Bill Moore, WSBTCT

Outcomes/Assessment Process accountability assessment effectiveness

The “Big Questions” What should a successful learner know or do? –Knowledge –Skills –Attitudes –Inclinations

How do we know they “got it”? –Test scores –Performances or demonstrations –Surveys –Success

How can we help them to learn or perform better? How can we demonstrate to stakeholders how well we are accomplishing our mission?

It’s all about improvement!

Assessment at SFCC Institution –Institutional Effectiveness/Strategic Planning Program –GELOs, Related Instruction –ITALIC Task Groups Course –CALOs –Curriculum and ITALIC committees

SFCC’s Core Abilities Analysis/Problem Solving/Information Literacy Communication Responsibility World Views hare/Committees/Curriculum/CAL O%20text-1.doc

Application to Courses C ourse A bilities and L earning O utcomes re/Committees/Outcomes/Learning% 20Outcomes%20in%20Gen%20Ed.d oc

Each SFCC class has a list of CALOs which students should accomplish by successfully completing that course. Intended to specify what students should be able to “do” as well as what students should know.

Learning outcomes are also defined at the program and college level. These outcomes form the framework of our institutional self- assessment.

“This [process] represents a subtle shift, intended to enhance the definition, clarity, rigor, robustness, and coordination of our routine and historical practices.” (Slark, 2004)

ITALIC Institutional Teaching And Learning Improvement Coordinating committee

Mission … to promote effective teaching and to facilitate student learning by coordinating educational assessment from the course level through the program level. This mission will be accomplished by advising and supporting faculty as they develop, implement, review and monitor assessments, and implement revisions, where appropriate, based on the assessment results.

Purpose Response to accreditation recommendation that assessment be “institutionalized.” Task groups for AA, Dev. Ed., and Prof. Tech programs –Review CALOs, assessment plans, provide assistance and support

Award grants to support projects that improve teaching or learning Support participation in conferences related to improvement of teaching and learning Promote awareness and support of cycle of assessment and improvement

Provide assessment resources.

A Model of Assessment

Student Inputs – What does the student come with? Qualities and characteristics that students bring to the class, including Knowledge – prior classes, placement test scores, computational skills. Attitudes – beliefs about subject matter or student’s ability Experiences – previous successes or failures, familiarity with subject matter from work or life experience

Environment – What does the student experience during the class? The activities and experiences that occur during the course of instruction, including Content -- course material, activities and assignments. Pedagogy – instructor’s teaching philosophy, approach, and methods Feedback – formative assessment and review of work in progress Outside activities and serendipitous events

Student Outputs – What will students know or be able to do? How will you know they “got it”? What the student has gained from the class, including Knowledge – definitions, facts, and concepts Thinking – understanding concepts and being able to apply them to solve problems, distinguish, reason, analyze situations, statements, points of view. Products – completed works, writings, reports, videos Skills – ability to use equipment, follow procedures, complete tasks Dispositions – interests and attitudes (Stiggins, 1997)

Sample Assessment Questions Student Inputs – Qualities and characteristics that students bring to the class. Why did you enroll in this class? (interest) What was the last mathematics or quantitative reasoning course you took? When? (experience) Describe your level of confidence in your quantitative reasoning abilities. (attitudes)

Environment – Activities and experiences the student had during the class. How much time did you spend preparing for or participating in this class? (effort) Did you have any experiences or insights from other activities that you mentally connected to this class? (constructing connections and integrating knowledge) Did you have any conversations with other students, friends, or instructors about this class? (social aspects or cooperative learning) What assignments or activities did you complete as part of this class?

Outputs – What student gained from the class. What did you learn from this class? How would you rate your accomplishment of the following course objective(s)? What grade did you receive? Did the grade match your expectations? What ideas, methods, or concepts did you learn that you can apply to other classes, other activities, or experiences you have?

Assessment for Excellence (p. 18), by Alexander W. Astin, 1993, Phoenix: The Oryx Press. Copyright 1993 by The Oryx Press.

Want to know more? nce/proposal.asphttp:// nce/proposal.asp SFCC - Intranet - Version Release Date: mmittees/Outcomes/Italic%20Handbook.pdfhttp://intranet.spokanefalls.edu/InetShare/Co mmittees/Outcomes/Italic%20Handbook.pdf