assessing for student success - institutional...
TRANSCRIPT
Assessing for Student Success
TCC Learning Effectiveness CouncilConvocation 2010 August 11, 2010
Purpose of Assessment
“The overriding purpose of assessment is to understand how educational programs are working and to determine whether they are contributing to student growth and development. Hence, the ultimate emphasis of assessment is on programs rather than on individual students.”
Palomba & Banta, 1999Assessment Essentials
Overview of Assessment
Student Learning Assessment is the process of collecting information that will tell us whether the services, activities or experiences offered at TCC have allowed students to gain skills, knowledge, and aptitudes
Overview of Assessment
• There are lots of intrinsic reasons to be curious about student learning.
• There are extrinsic reasons, too.
Overview of Assessment
• Back to the Drawing Board– Past assessment practices that were course imbedded were too fragmented.
– 400 assessment projects with n=1
Overview of Assessment
• Assessment of student learning will now be driven by discipline/program goals.
• This means that disciplines and programs that have more than one campus will have to collaborate to complete this assessment process.
• Associate Deans will facilitate discipline/program clusters through the assessment process.
Overview of Assessment
• This process is structured to engage all discipline faculty directly in the assessment activity as well as the discussion related to the process.
• This process belongs to the faculty and is facilitated by the Associate Dean. The Learning Effectiveness Committee members will be available for consultation if needed.
Effective Colleges
• Hold Conversations about Learning• Identify and Agree on Learning Outcomes• Assess and Document Learning Outcomes
O’Banion, Community College Journal,Aug/Sept 2000
Defining Student Learning Outcomes
• Faculty collaborate and determine specific student outcomes based on discipline/program goals.
• The outcomes describe what students will be able to do during the progress toward or at the completion of the discipline/program.
Example: Business Program
• Program Goal: Upon completion of the Business Program at TCC, students will be able to communicate proficiently and effectively in the business world.
• Outcomes (SKAs) Students will effectively write a business plan to persuade funders to finance start‐up costs of a new business– Skills: communication (both written and oral), critical thinking, technology, persuasion
– Knowledge: marketing, accounting, finance– Aptitudes: Appreciation for entrepreneurial thinking
Closing the Loop
STEP 1Review and revise discipline/program goals as necessary; if outcomes are already established, review these.”
STEP 2Select one or more discipline/program goals to direct assessment of student learning.
STEP 3Describe or define what skills, knowledge, aptitudes students need to demonstrate progress toward the discipline/program goal(s) selected in Step 2.
Faculty Discipline/Program Timeframe
September 2010
STEP 4Choose one or more skills, knowledge, aptitudes identified in Step 3 to be measured.
STEP 5Choose the course(s) that represent the skills, knowledge, and aptitudes identified in Step 4.
Faculty Discipline/Program Timeframe
September 2010
STEP 6Develop and/or identify one or more common activities that will demonstrate the skills, knowledge, aptitudes in Step 4. In addition, discuss how this outcome also demonstrates one of TCC’s general education goals.
STEP 7Determine common criteria and scoring that will measure student learning, (i.e., skills, knowledge, aptitudes identified in the common activity identified in Step 6.
Faculty Discipline/Program Timeframe
October-December 2010
Faculty Discipline/Program Timeframe
October-December 2010
STEP 8Determine the level of proficiency based on SKA criteria.
STEP 9Determine the % of students expected to demonstrate the established level of proficiency.
STEP 10Determine a process for accurate, consistent, and secure data collection and analysis that is sustainable and replicable.
STEP 11ADs submit Form A, Discipline/Program Outline,to UT and WD Deans.
STEP 12Schedule sessions, if necessary, to pilot scoring process to ensure consistency and validity.
STEP 13Schedule LEC help sessions, if necessary.
Faculty Discipline/Program Timeframe
February-March 2011
STEP 14Implement assessment process, as defined by the discipline/program in Step 10
Assessment Cycle One Ends
Faculty Discipline/Program Timeframe
April-May 2011
Assessment Cycle Two Begins
STEP 15Faculty meet to review spring data results at Convocation.
STEP 16Repeat spring data collection and analysis cycle: Steps 14 and 15
Faculty Discipline/Program Timeframe
Fall 2011
Assessment Cycle Two Begins
STEP 17Aggregate and analyze spring and fall 2011 data and make discipline/program recommendations. ADs submit Forms B and C to UT and WD Deans
Faculty Discipline/Program Timeframe
January 2012
STEP 18Response from Learning Effectiveness Council to ADs for implementing recommendations through appropriate TCC entities, e.g., Faculty Development Committee, Curriculum Committee, Academic Council.
Faculty Discipline/Program Timeframe
February 2012
STEP 19Faculty meet to review responses from LEC and update Discipline/Program Assessment process.
STEP 20Learning Effectiveness Council submits executive summary to Cabinet and Board of Regents and reports to OSRHE and HLC Assessment Academy.
Faculty Discipline/Program Timeframe
March-April 2012
Fall: Data Collection and Analysis
Spring: Recommendations and Resource Requests
Assessment Cycle on an Annual Basis
Program Assessment: Three Pathways for Change
TCC Board of Regents
Program Measurement, Assessment and
Evaluation
Faculty/AD/Provost Results/
Recommendations
Academic Council
Vice President for Academic Affairs
WF/UT Deans/AVPAALearning Effectiveness
Council
Curriculum Committee
Programs, or other Faculty‐Determined Course Groupings
Instructional ChangeFaculty Development
Sub‐Council
Curricular Change
Inter‐Divisional Changes(Placement tests, advising, scholarships, financial aid, etc.)
CurriculumChange(s)
Info Opps
Inter‐DivisionChange(s)
Results
Q & A
TCC Student Learning Outcomes Assessment Plan• http://www.tulsacc.edu/51190.pdf• On Academic Affairs webpage on Home Page and on Academic Affairs tab on My TCC portal