CATS COMPREHENSIVE ASSESSMENT TRACKING SYSTEM Pete Turner Heather Muns Co-Chairs, Student Academic Achievement Committee Estrella Mountain Community College

What’s Going to Happen With CATS Underlying Principles What CATS is Features What has resulted CATS Scan

Five UNDERLYING PRINCIPLES 1. Faculty Influence 1. Faculty are more likely to change their teaching practices and strategies through the influence of their peers than through administrative dictum or externally imposed professional development (Huber, 2012; Reeves, 2008; Turner, 2013). Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Five UNDERLYING PRINCIPLES 2. Continual Improvement 2. Faculty (and administrators) who care about student learning have a persistent discomfort with the status quo (DuFour & DuFour, 2006; O’Banion, 2007; Wilson, 2010).. Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Five UNDERLYING PRINCIPLES 3. Assessment 3. Frequent formative assessment is one of the most viable, research-backed techniques to optimize student learning (Angelo & Cross, 1993; Black & William, 2008; Marzano, 2006). Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Why Assessment? Marzano, R.M. (2006) Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Five UNDERLYING PRINCIPLES 4. Action Research 4. The Action Research Cycle, employed both formally and informally, is the most efficacious vehicle for implementing, assessing, and reforming instructional techniques to maximize student learning (Mertler, 2009; Mills, 2007; Reeves, 2008; Stringer, 2007; Turner, 2003). PlanAct Observe/ Assess Reflect Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Five UNDERLYING PRINCIPLES 5. Innovation  5. Innovative faculty are a major vehicle for positive change on a community college campus when the innovative practice(s) can be shared (Shugart, 2011; Turner, 2013, Wilson, 2002). Underlyin g Principles What CATS is Features Navigatio n CATS Scan

So... What is CATS?  Communication Web Page  Utilizes open-source software (Drupal)  When Faculty innovate...  Where Facebook meets Assessment!  A product of our Student Academic Achievement Committee (SAAC)  “The virtual water cooler!” (Erik Huntsinger, Co-Chair of SAAC and progenitor of CATS) CATS Assessment Facebook Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Speaking of Technology...

Features  Easily Located Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Easily Located from our employee home page Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Home Page Underlyi ng Principle s What CATS is Feature s Navigati on CATS Scan

Features  CATS of the Month Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  CATS of the Month Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  CATS of the Month Criterion Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Assessments by Division Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Completed Cycles Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Student Academic Achievement Website Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Top Rated Assessments Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Wordles Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Newest Wordle – Best Practices Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Other Features  Summary (Abstract) box is count limited to 1200 characters  Encourages brevity  Encourages others to peruse/scan Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Other Features  Comments allow for follow up, input Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Other Features  Ratings allow assessment by peers Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Other Features – Assessment Tools Underlyin g Principles What CATS is Features Navigatio n CATS Scan

Features  Search Underlyin g Principles What CATS is Features Navigatio n CATS Scan

The Results “CATS is a user-friendly system that increases my awareness of classroom assessment, encourages me to engage in the Action Research cycle to improve teaching and learning, and spurs innovative instructional pedagogies due to the sharing between faculty. CATS of the Month is an excellent way to showcase faculty assessment endeavors and give worthy recognition to those who "close the loop!" Underlyin g Principles What CATS is Features Results CATS Scan

The Results “As a new Residential Faculty member at EMCC, CATS has proven to be a tremendously valuable resource. I can collaborate with colleagues in the sharing of ideas and best practices while also posting my own ideas in order to seek feedback.” Underlyin g Principles What CATS is Features Results CATS Scan

The Results “The CATS system is a wonderful tool that has me rethinking my teaching practices. The best part: it's so easy to complete!” Underlyin g Principles What CATS is Features Results CATS Scan

The Results “CATS has been an easy way for me to discover what other faculty have done to create a successful experience in the classroom. The ability to search in multiple ways (by class format, assignment, general education outcome) has helped me to find strategies for my classes that I may not have found otherwise.” Underlyin g Principles What CATS is Features Results CATS Scan

Quantitative Data CATS Submitted:  2012: 34  2013: 56  2014: 62  2015: 67 Underlyin g Principles What CATS is Features Results CATS Scan

If you have questions...  Regarding CATS in general:  or   Technical issues: 

CATS Scan  Now let’s go online and play with CATS! cats.estrellamountain.edu/ Underlyin g Principles What CATS is Features Navigatio n CATS Scan

References Angelo, T.A., and Cross, P.K. (1993). Classroom assessment techniques: A handbook for college teachers (2 nd Ed.). Black, P., and William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), DuFour, R. & DuFour, R. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. Huber, M.T. (2008). The promise of faculty inquiry for teaching and learning basic skills. A Report from the Carnegie Foundation for the Advancement of Teaching: Strengthening Pre-Collegiate Education in Community Colleges. Retrieved from: Marzano, R.M. (2006) Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R.J., Yanoski, D.C., Hoegh, J. K., Simms, J. A. (2013). Using Common Core Standards to enhance instruction and assessment. Bloomington, IN: Marzano Research Laboratories. Mertler, C. (2009). Action research: Teachers as researchers in the classroom (2 nd ed.). Thousand Oaks, CA: Sage. Mills, G.E. (2007). Action research: A guide for the teacher researcher (3 rd ed.). Upper Saddle River, NJ: Pearson.

References O'Banion, T. (2007). Leadership for learning. Community College Journal, 78(2), Retrieved from Research Library. (Document ID: ). Reeves, D. B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: Association for Supervision and Curriculum Development. Shugart, S. (July 18, 2012). From a telephone interview with the president of Valencia College (a Vanguard College) conducted by Peter Turner, Doctoral Candidate, Northcentral University. Stringer, E.T. (2007). Action research (3 rd ed.). Thousand Oaks, CA: Sage. Turner, P. (2013). Informal faculty leadership that transforms: Evidences and practices for the Learning College. Dissertation, Northcentral University. UMI # Turner, R. (2003). A pragmatic approach to educating: Connecting problem-based learning to Service Learning. Dissertation, Capella University. UMI # Wilson, C.D. (2002). Leadership for learning. Learning Abstracts 5(7) Wilson, C. (2010). From a telephone interview conducted by Peter Turner, Doctoral candidate, Northcentral University; and Learning College Project Director at the League for Innovation in the Community College on August 23.