Moving Assessment Beyond the Accreditation Mandate League for Innovation Innovations Conference | March 12, 2017

We’re in this to get them to where they want to go.

Accreditation is Important—But Student Success is Why We’re Here. Designing curriculum to support student success and engaging students in their own assessment are key features of next-generation learning. They are also, increasingly (and sometimes unfortunately), mandates Not only are success and equity mandates going to change how assessment plays into accreditation (let’s talk ACCJC 1.B.6 sometime), but these mandates for student success combined with emerging technologies are going to work together to make sustainable cultures of assessment easier to achieve—in no small part by adding more value to the process.

eLumen Integrates These for Our Community Colleges

eLumen is BUILT for Community Colleges eLumen works with many of America’s biggest community colleges, from NY (CUNY Hostos) to Texas (San Antonio College) to California (we have more than 40 of the 113). We not only help them develop curriculum, get and stay accredited, but also work with them to deliver solutions for: Basic Skills and Co-Remediation “Skills Builders:” drop-outs who are really self-designing micro-credentials Guided Pathways and the Completion Agenda Empowering the Workforce with 21st Century Community Colleges These are the “apps” for the CBE/CBL “platform” and are becoming the core of integrated curriculum and assessment.

There’s an Emerging “Ecosystem for Success”

Curriculum should be designed around your learning outcomes and competency models (“backwards design”). Outcomes Assessment should drive not just Accreditation, but “Signature Assignment” Portfolios and Badging. The work of gathering data for Program Review and Accreditation is MUCH easier when you’re doing course-embedded assessment. And new technology standards are coming that will make this even more valuable while also making it more sustainable. Every element of this diagram made more valuable to the student AND the institution when underwritten by the academic currency of learning outcomes and their supported competencies.

What if eLumen set up Canvas? Once SLOs are developed as part of course, program, and Gen Ed development in eLumen, they could just be imported—with versions up-to-date—into Canvas. If rubrics were developed for SLOs, they could be pulled into Canvas Speedgrader (and results sent back to eLumen).

ePortfolio Launch from Canvas Whether for portfolio-driven programs like Nursing or to enhance student engagement, these new standards would also let you launch rich portfolio-based assessments from Canvas. If rubrics were built in either Canvas OR eLumen, they could be sent to the Portfolio, assessed there, and both Canvas course progress and eLumen student/institutional data could be captured.

Competency-Based Learning Scenario: The Directed Learning Activity (DLA)

Enlarging the Funnel We need to get more in programs—and get them through faster Too Many Stuck in Basic Ed We know that 30% of students in Basic Ed could pass for-credit already We know that co-remediation is effective We know that teaching integrated curriculum is more engaging for students Program Design Not Aligned to Work Competencies/SLOs not well-aligned to Jobs “Skill Builders” are self-designing degrees, not dropping out Badge-based pathways better, faster way to align & adapt to changing workforce needs

Making Co-Remediation Work This has to be faculty-driven and system-supported Courses, Workforce, and Basic Skills Entrance skills, Workforce Requirements, and Course Competencies are often locked up in paper processes. Co-Remediation needs real-time delivery, not another trip to the portal for a PDF. Curriculum should set entrance and achievement targets. Deliver What’s Needed, When Needed Assessment that is “Curriculum Aware” is a must. Faculty can help align basic skills to Course or Program SLOs (or 3rd Party Standards). Then DLAs could be delivered as called for by entrance skills or in-course achievement.

We Need to Do the Math There’s some science to all this… More than Curriculum Map Required Course Learning Outcomes need to be mapped to PSLO/ISLO and to Workforce Competencies and Basic Skills Should be able to articulate things like Assessment Level (Intro, Journeyman, Master) and Attainment Benchmarks/Rules (First, Last, Average | “3 Course Level Activities at Journeyman or Better”) Data Science Needed to “Follow the Map” Faculty should be able to use a variety of quizzes and rubrics, with varying scales per activity These need to be harmonized as they “follow the map” Institutional Reporting needs different data model than Student Performance (data about a course is different than the current state of Jimmy’s learning).

Making it Work This has to be faculty-driven and system-supported Automating the delivery of Directed Learning Activities (DLAs) is something schools like East Los Angeles and College of the Canyons are planning for today.

Let’s Take an Outcomes Journey

Let’s See What This Looks Like.

Student Self-Assessment <subheading>

ePortfolio <subheading>

Badge Scorecard <subheading>

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eLumen operationalizes Curriculum, Outcomes Assessment, and Program Evaluation as Student Program Planning, Badge-Based Pathways, Co-Remediation, and Extended Transcript.

Let’s Talk About What YOU’RE Doing with Assessment.

What are YOU doing today? … And what do you want to be doing tomorrow? Curriculum Development, Program Review, and Accreditation How is institutional accreditation changing in your region? How do your CTE programs stay aligned to workforce changes? Are the number and cadence of mandates sustainable? How are they changing? Student Success and Equity Does your assessment planning and program review account for Equity concerns? Is your ed planning aware of competencies, badging, and other evidence of success? How, beyond the old-fashioned transcript, can your students demonstrate the full scope of who they are at your school? Portfolios? Badges? Extended Transcripts?

Let’s Make This Work!