Assessment Overview Contextualizing the work of SLOs and Assessment

How far we’ve come Fall 2005: Survey of faculty and staff 147 people responded Very few people at Laney knew what SLOs and assessment were

Activities Learning Assessment Committee formed Spring 2005 Numerous workshops since Fall 2005  Writing SLOs  Program outcomes  Assessing outcomes Assessment bulletins Reminders Support Arm-twisting, begging

Laney College Current Status 43% of courses have SLOs (362 out of 840 courses) 17% of degree/certificate programs have SLOs (13 out of 78 programs) Assessment of SLOs in 28 courses (As of November 2008)

What does this mean? We’ve come a long way. YAY FOR US! There’s still A LOT to do. Time to get serious.

Laney’s Original Assessment Timeline Approved by Faculty Senate - Spring 2007 Goals for each department:  Spring 07: SLOs for one course  Fall 07: SLOs for 8 courses  Spring 08: SLOs for 20 courses  Fall 08: SLOs for all courses done  SLOs in syllabi

Laney’s Original Assessment Timeline Approved by Faculty Senate - Spring 2007 Goals for each department:  Fall 07: Program outcomes developed  Post program outcomes on department websites

Laney’s Original Assessment Timeline Approved by Faculty Senate - Spring 2007 Goals for each department:  Fall 07: Choose one course and assess two outcomes in several sections of that course.  Spring 08: Assess some program outcomes and more course SLOs  Each semester, assess more outcomes.

Laney’s Original Assessment Timeline Well, it didn’t exactly happen. Fall Approx. 10 departments performed an assessment and submitted a report form. Next try: Had departments come up with their own timeline.

ACCJC Expectations Now: we are supposed to be up to at least the “Development” stage:  Institutional assessment framework and timeline developed  College has developed assessment strategies.  Existing committees are supporting strategies for SLO development and assessment

ACCJC Expectations “Development” stage continued:  Leadership groups have accepted responsibility for SLO implementation  Appropriate resources are being allocated to support SLOs and assessment  Faculty and staff are fully engaged in SLO development

ACCJC Expectations By 2012, we need to be at the “Proficiency” level:  SLOs and assessment in place for all courses, programs, and degrees  Results of assessment are being used for improvement  There is widespread institutional dialogue about the results  Etc. (see handout)

The Assessment Process Define SLOs Create assessment tools/rubrics Assess SLOs Compile results Reflect on results Plan and implement changes and improvements Repeat

Purposes of Assessment Accountability Accreditation Improvement of teaching and learning

The Alternative to Standardization! Assessing SLOs is a way to demonstrate our effectiveness Very flexible Not one right way

The Alternative to Standardization! There are many possibilities. This means:  It takes more time to figure out BUT…  It’s more meaningful to faculty  It’s done on our terms

Assessment vs. Grades They’re not the same “B” grade - what does it mean?  Gives no information on strengths/weaknesses Can use the same assignments for both

Assessment vs. Grades Grade: how well the student did on average on all aspects of the course Assessment: how well the whole class did on one aspect of the course. Assessment allows you to find “trouble” areas and work to improve results in those areas.

Assessment gives us evidence Using assessment information, we are basing our improvement efforts on EVIDENCE rather than vague impressions of how students performed.

Assessment will not be used for evaluation of individuals Spring 2006: Memorandum of Understanding signed by Faculty Senates, College presidents, etc. Assessment of student learning is a faculty responsibility Stated that assessment will not be used for evaluation

Why not use assessment for evaluating people? It would increase fear and resistance Outcomes would be chosen that are way too easy and therefore not meaningful People would concentrate on beating the system

Responsibilities Faculty and staff must participate in assessment of outcomes Assessment results will not be used against anyone We can all relax and focus on questions we’re curious about Let’s make this work for us.

Priorities The bare minimum:  Assess outcomes in at least one course (several sections).  Choose a core course  Compile results, reflect on results, plan and implement improvements. You will get used to it and see that it isn’t so hard.

Priorities 1.Assess SLOs in one or more courses 2.Develop Program Outcomes 3.Finish all remaining course SLOs 4.Create assessment plans for courses and programs (These can all be done simultaneously)

3-year cycle Plan to assess everything within a 3-year period. Stagger the assessment activities (don’t try to do everything at once) Follow through! Work on assessment every semester.

Time to get serious We will need to embed assessment into most of what we do We will need to have regular time to discuss our assessment results within our departments (Flex days?) Discussion is an important part of the process

Benefits We will become more engaged in the teaching and learning process Discussions with colleagues can open our minds to new teaching techniques and possibilities.

Benefits Discussions like this can build a sense of shared purpose. We will become more effective teachers. Student learning will improve!

Stipends This year only! Let’s get work done now, while there’s money to help support our efforts.

You can do it! …and we will help you! Coordinator: Cheli Fossum Student services: Tina Vasconcellos Cluster SLO/Assessment leads:  Tim Rose, Celia Correa, Matthew Goldstein, David Mitchell, David Ross, Anna Beavers, Peter Brown, Heather Sisneros, Pinar Alscher

We can help Learning Assessment Committee members: Tamika Brown, Vina Cera, Cheli Fossum, Evelyn Lord, Ann McMurdo, Marco Menendez, David Mitchell, Donald Moore, Louis Quindlen, Karolyn van Putten, Tina Vasconcellos, Elnora Webb, Wandra Williams, Kathy Williamson