1. Helping students know what they know
Involving students in assessment

2. Presenter Dr. Martha S.M. Robertson robertsonm@hutchcc.edu
Director of Learning Outcomes and Assessment
Hutchinson Community College
Hutchinson, Kansas
Dr. Martha S.M. Robertson

3. Objectives
To describe Hutchinson Community College’s plan to integrate learning assessment to all units.
To outline how HCC plans to increase awareness among all stakeholders, including students, of assessment as a means to strengthen learning and increase success.
To identify ways to incorporate assessment into the culture of the institution.

4. Knowing What They Know
The third circle from the inside is where learning takes place.
Spending time on the inner circle is a waste of time.
Spending more than a brief period on the second circle produces little benefit.
Spending time on the fourth circle, other than trying to move students into the third circle is not productive.
Don’t know they don’t know
Know they don’t know
Don’t know they know
Know they know

5. Who should assess?
Why should they assess?
What should they assess?
How should they assess?
Who should use assessment?
Why should they use assessment?
What assessment should they use?
How should they use assessment?

6. The assessment plan
Is it good for students?

7. What percent of the upper-level administrators at your institution has each of the following attitudes about assessment to improve student learning and success?
Fully committed
Willing to comply
Resistant
Dead set against
Completely ignorant

8. Demands for Assessment
External
Public
Accrediting Agencies
Internal
Administrators
Faculty
Students

9. What percent of the faculty at your institution has each of the following attitudes about assessment to improve student learning and success?
Fully committed
Willing to comply
Resistant
Dead set against
Completely ignorant

10. Assessment Requirements
Public
Easy to access and interpret.
Accrediting agencies
Specific student learning outcomes using reliable, valid sources that produce consistent data.
Administrators
Not time-consuming to administer and grade, that are easily collected and stored, and that are low in cost.
Faculty
Academic freedom, autonomy in the classroom, freedom from mandates that take time away from instruction.
Students
Not concerned other than how affects grade.

11. What percent of student affairs personnel at your institution has each of the following attitudes about assessment to improve student learning and success?
Fully committed
Willing to comply
Resistant
Dead set against
Completely ignorant

12. Assessment Plan Goals Balanced
Address diverse interests of various stakeholder groups
Unobtrusive as possible
Useful to all concerned.

13. What percent of students at your institution has each of the following attitudes about assessment to improve student learning and success?
Fully committed
Willing to comply
Resistant
Dead set against
Completely ignorant

14. Assessment Options Course grades
Not acceptable to government and accrediting agencies
Nationally recognized, standardized test
Not acceptable to administration because of cost
Locally developed test
Not acceptable to faculty because of the additional time required to administer and grade

15. Knowing What We Want them to Know and Do
Keeping Students Informed

16. Student Learning Outcomes
Institution-wide
Critical Thinking
Accessing Information
Communicating
Writing
Speaking
Demonstrating Interpersonal Skills
Program
Course
Non-Academic

17. Before Assessment Outcomes Assessment methods
Method of evaluating student performance
Required level of achievement

18. Documenting Assessment
Course Matrix
Example
Program Curriculum Map
Institution-Wide Matrix
Reporting Instrument

19. Knowing what they know After assessment After reflection
Upload assessment and faculty and professional staff evaluation to electronic portfolio
After reflection
Reminder to review and reflect on portfolio artifacts by advisor each semester
After graduation
Review and reflection on program and/or institution-wide outcomes

20. Finding If They Know What They Know
Metacognition

21. Students’ Role
College can gather assessment information without students’ being aware that they are participating in a process to assess their achievement of learning outcomes
Information is richer and more meaningful when students are active participants in the process.

22. Developing Awareness Placement Assessment College Orientation
Reading
Writing
Mathematics
College Orientation
Learning Styles
Study Skills
Intrusive Advising

23. Involving Students Assess prior knowledge Identify learning outcomes
Classroom Assessment Techniques
Identify learning outcomes
Syllabus
Outline how outcomes will be assessed
Relate how performance will be evaluated
Key, Checklist, Rubric
Encourage self reflection
Portfolio

24. Discussing Assessment
ED105 : Success Seminar/College Orientation
Discussion of Assessment
Introduction to electronic portfolio
Individual Courses
Syllabus
Course Outcomes Matrix
Reminder on electronic portfolio
Program Advisors
Review of portfolio

25. Metacognition Critically examining one’s strategies
Evaluating the effectiveness of one’s work
Revising one’s thinking or work when self-examination so warrants
Putting together what one has learned into a coherent whole

26. Portfolios Course level Program level Institution-wide level
Assessment instruments
Instructor feedback on assessment
Student response
Program level
Artifacts
Reflection
Institution-wide level

27. Electronic Portfolio ANGEL All courses Web supported
A New Global Environment for Learning
All courses Web supported
Outcomes
Assessment Assignments
Grades
Feedback
Upload to ANGEL e-portfolio

28. ePortfolio Evaluation
Random Sample
Rubrics
Thinking Critically
Accessing Information
Communicating
Speaking
Writing
Demonstrating Interpersonal Skills
Norming the raters

29. Results Common Language Consistency Flexibility Autonomy
Improved Communication
Academic Affairs
Student Affairs
Operational Affairs
Students