arizona western college assessment & program review

ARIZONA WESTERN COLLEGE

ASSESSMENT & PROGRAM REVIEW

WHY ASSESSMENT?

Criteria Four: HLC Accreditation

Criterion Four: Teaching and Learning: Evaluation and ImprovementThe institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.A few Core Components of Criterion Four:

4 A. The institution demonstrates responsibility for the quality of its educational programs.1. The institution maintains a practice of regular program reviews.2. The institution evaluates all the credit that it transcripts, including what it awards for

experiential learning or other forms of prior learning.

4 B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.3. The institution has clearly stated goals for student learning and effective processes for

assessment of student learning and achievement of learning goals.2. The institution assesses achievement of the learning outcomes that it claims for its

curricular and co-curricular programs.3. The institution uses the information gained from assessment to improve student learning.

DO YOU HAVE AN ASSESSMENT QUESTION?

Ask your division’s Faculty Assessment Coach for help!

WHO ARE THEY?

The Faculty Assessment Coaches are available to answer your assessment

questions and help faculty navigate Tk20. Don’t stress, give your Coach a call today:Business & Computer Information SystemsMarc LaFond 928.317.6058

CommunicationsEllen Riek928.344.7549Stephen Moore928.317.6059

Fine Arts

Bill Blomquist928.317.6060

MathematicsLauryn Geritz 928.317.6062

Modern LanguagesNancy Blitz928.344.7677

Science Kevin Young

928.317.6087

Social SciencesMonica Ketchum928.344.7646

Wellness & Physical EducationCharles Harral928.344.7643

DON’T FRET!

If you have not logged into Tk20 yet, you may be feeling some anxiety over using a new system.

Entering your outcomes & measures takes only a few clicks

Measures

Outcomes

REPORTS

ASSESSMENT PLAN REPORTS

COURSE LEVEL OUTCOMES REPORTS

PROGRAM MISSION STATEMENT

JURIED ASSESSMENTS

JURIED ASSESSMENTS

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JURIED ASSESSMENTS

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JURIED ASSESSMENTS

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artifacts on the same

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FACULTY ACTIVITIES

FACULTY QUALIFICATIONSBuild your faculty

portfolio

Enter your degrees, awards,

memberships & other

credentials.

Add your community & institutional

service.

EXAMPLE OF OUTCOMES & MEASURES IN TK 20

Written Communication: Learners will develop examples to support thesis in logical, coherent manner

100% of writing samples will be evaluated with a 5 point locally developed rubric. 30% of students will score of 4; 70% of students will score a 3.

Students will be able to perform fluoroscopic gastrointestinal studies without assistance.

Students will complete the Fluoroscopy check list with a score of 40 or above.

Students will be able to determine the location of an earthquakes epicenter by means of a P-S wave travel-time curve and triangulation.

A pre- and post- activity will be used to assess student understanding of earthquake epicenter locations.  Improved scores will illustrate concept retention.

Outcomes Measures

AMERICAN ASSOCIATION FOR HIGHER EDUCATION

9 PRINCIPLES OF GOOD PRACTICE FOR ASSESSING

STUDENT LEARNING

9 PRINCIPLES OF GOOD PRACTICE FOR ASSESSING STUDENT LEARNING

1. The assessment of student learning begins with educational values.

2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

5. Assessment works best when it is ongoing not episodic.

CONTINUED…

…CONTINUED

6. Assessment fosters wider improvement when representatives from across the educational community are involved.

7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.

9. Through assessment, educators meet responsibilities to students and to the public.