FLEX Day August 23, 2012

Moreno Valley Assessment Committee  Larissa Broyles – HSS  Dan Clark – COMM  Lisa Hausladen – HHPS  Cheryl Honore – BITS  Jeanette LaPorte- BCTC  Diane Marsh – MSK  Cordell Briggs and Sheila Pisa – Co- Chairs

What is Assessment?  “Assessment is the systematic collection, review and use of information about educational programs undertaken for the use and purpose of improving learning and development” (Palomba & Banta, 1999)  Direct Assessment: conducted with observed student work or behavior  Indirect Assessment: gathering of students’ perceptions of what they’ve learned

SLO Assessment Cycle

Report on Assessment Progress  Over 70% of MVC courses have completed at least one direct assessment (big improvement from 45% in fall 2011)  We have surveyed approximately 80% of MVC classes  13% of MVC courses have done more than one direct assessment

Stepping Up to a New Level  ACCJC has defined various levels of assessment Awareness Development Proficiency Sustainable Continuous Quality Improvement  In Fall 2012 we are expected to show our efforts at meeting Proficiency

ACCJC Defines SLO Proficiency  SLO and authentic assessments are in place for courses, programs, support services, certificates, and degrees  Widespread institutional dialogue and identification of gaps  Decision making is based on assessment  Reports are fine tuned and completed regularly  Course SLOs are aligned with degree SLOs (e.g. General Ed SLOs, Areas of Emphases SLOs, and Program Level Outcomes)  Students demonstrate awareness of goals and purposes of courses in which they are enrolled From ACCJC Rubrics

What is Authentic Assessment?  Authentic assessments require students to be effective performers with acquired knowledge.  Authentic assessments present the student with the full array of tasks that mirror the priorities and challenges found in the best instructional activities: conducting research; writing, revising and discussing papers; providing an engaging oral analysis of a recent political event; collaborating with others on a debate, etc.  Authentic assessments attend to whether the student can craft polished, thorough and justifiable answers, performances or products. Wiggins, Grant (1990), Retrieved from ?v=2&n=2

Example  Michael Schwartz, English 7  Some other examples can be found in the folder labeled FLEX on the assessment sharepoint site: mvcsp.com/loa

Where do we need to improve?  Improve our continuous cycles of assessment  Develop and assess Program Level Outcomes (PLOs) for CTE programs  Define academic programs, develop and assess PLOs for them  Create and assess Institutional Learning Outcomes (ILOs)  Connect assessment to program review and planning

ACCJC’s Holy Trinity Program Review Planning SLO/SAO assessment PLOs ILOs Goals

How these areas are related?  SLO and Service Area Outcomes (SAO) Assessment feed Program Level Outcomes through the Program Review process  Program Level Outcomes are assessed and integrated into institution-wide planning for improvement and informed decision-making  The institution assesses progress toward achieving its educational goals

What does this mean for faculty?  All faculty, full and part-time, must be continuously involved in assessing their courses  Assessment cycles for courses should be determined and justified by departments/disciplines, and SLOs routinely discussed at department meetings  In the case of multiple sections, there should be a concerted effort to make an assessment plan  Assessments should be direct (or a combination of direct and indirect), and as authentic as possible

Assessment Activity  Think-Pair-Share  Write up a plan and it to