Assessment of Adult Learning in a Discipline-Based Dual Language Immersion Model® Fidel R. Távara, M.Ed. Assessment coordinator Florida Campuses

The School of Professional Studies Assessment Plan focuses on:  Assessment of Student Learning ◦ Midpoint and Capstone Assessment ◦ Evaluation of Student Portfolios ◦ Language Placement Testing  Assessment of Program Effectiveness ◦ Student Representative Meetings ◦ End-of-Course Evaluations ◦ External Peer Reviews ◦ Continuous Assessment of Program Activities ◦ Classroom Observations ◦ Student Satisfaction Survey

 Is formative  Occurs at a crucial decision point  Helps them to see that assessment is helping them  Aids in retention  Provides information to the stakeholders

 Is summative  Provides opportunity to identify whether students have achieved selected program outcomes  Determines the strengths and weaknesses of students toward achievement of outcome expectations  Helps assess skills other than professional content mastery

 Small group met off campus at corporate house.  Consultant from Regis led discussion.  Group brainstormed list of possible DLP objectives.  Group classified objectives in categories: conceptual, language, communication, and interpersonal.

 The entire faculty met by academic areas on campus.  Using the DLP objectives, faculty wrote area manifestations aligning them with each objective.

 Select diverse program areas.  Involve faculty and administration.  Identify programs which have heavy enrollment.

 Qualitative analysis ◦ Faculty opinion on content and coverage of program objectives and outcomes  Quantitative analysis ◦ Significant achievement increment ◦ Large enrollment

 Alignment chart  Assessment instruments ◦ Diagnostic profile ◦ Portfolios ◦ Case studies ◦ Metacognitive papers ◦ Strategic Business Plan ◦ Organization’s Financial Analysis  Rubrics

Part of Assessment Program Objectives Program Outcomes Dual Language Professional Outcomes Area Manifestation Diagnostic Profile #3: Analyze social, psychological and philosophical foundations of education. #3: Develop classroom assessment. # 1: DLP will be able to develop ideas in order to address problems in an effective way. # 1: The DLP will develop strategies or action plans after analyzing specific situations in Spanish. Remedial Lesson Plan #5: Understand and use different educational strategies and techniques effectively #5: Develop lesson plans. # 1: DLP will be able to develop ideas in order to address problems in an effective way. # 1: The DLP will develop strategies or action plans after analyzing specific situations in English.

ExcellentVery GoodSatisfactoryNeeds Improvement

 Mid Point Assessment (Program Level) ◦ Designed by Faculty Experts ◦ Rubrics and Evaluation Criteria developed specifically to measure program and language objectives ◦ “Graded” by other Faculty Experts (not facilitator of the course)  Inter-rater reliability of over 80%

 The performance of the students is measured as follows: ◦ Excellent ◦ Very Good ◦ Satisfactory ◦ Less than Unsatisfactory

 Internal: ◦ Board of Directors ◦ Faculty and Staff  External: ◦ Professional and community forums ◦ Data base for reaccreditation visits ◦ Possible institutional and corporate alliances

 Addition of language courses for graduate programs: 050, 500 and 501 ◦ Emphasis on early or concurrent enrollment in these courses for graduate students

 Revision of all course modules to explicitly include language objectives: “3 rd generation of modules” ◦ Inclusion of language development in class assignments, activities and resources ◦ Evaluation activities to be 70% content, 30% language ◦ Prioritization of graduate courses in the development of 3 rd generation of modules

 Replication of midpoint assessment model in MBA program to verify possible differences between bachelors and masters