San Juan College Assessment Team Andrea Cooper, PhD

1. Teachers Teach to Clear Objectives to Support Student Learning. - Teachers align course design and daily lesson objectives with Syllabus/Course Learning Outcomes. 2. Teachers Apply Effective Practices in Curriculum and Instruction to Support Student Learning. - Teachers base best practices on discipline needs, professional development, collaboration with colleagues, and research. 3. Teachers Frequently Assess Student Learning. - Teachers use formative (non-graded) and summative (graded) assessments to guide student learning towards and identify student achievement of objectives and Course Learning Outcomes. - Departments use course level assessments and solicit external feedback from stakeholders to evaluate student performance. 4. Teachers Use Assessments to Revise Curriculum and Instruction to Improve Student Achievement. - Teachers use best practices research, professional development, and collaboration with colleagues to guide curricular revisions.

Institutional CSLOs Assessment Team Program Assessment Plan Academic Schools Course Department Classroom Instructor Gen Ed CSLOs Assessment Team CATs Handout

Broad and Specialized Learning (BSL) Critical Thinking (CT) Cultural and Civic Engagement (CCE) Effective Communication (EC) Integrating Technologies (IT)

Total artifacts assessed=106

4 5 15

5=Exemplary 4=Proficient 3=Competent 2=Developing 1=Unsatisfactory CSLO Assessment Total Artifacts assessed=436 Average

 Bigger sample sizes are more accurate › Focused on collecting CCE artifacts  Focus on CT › Held several workshops/sessions › Discussed how we teach CT and how we can teach it more effectively  That was cool…let’s do it again…Step 1

Purpose: 1) Familiarize yourself with the CSLO rubrics Think of them as a resource 2) Effective teaching often involves discussion with colleagues. 3) Understand how grading and CSLO assessment can differ.

 Get in groups of 3. Each group must include someone outside of your area.  Review the assignment and brochure.  Individually assess using the IT or EC rubric. › Window side: IT Door side: EC  Discuss the scores as a group and come to consensus.  Are the scores similar or not? Why or why not? Was this a good artifact for this CSLO?  If time, assess using the other rubric.

 Questions or comments?  Contact: › Andrea Cooper, PhD   School Reps: Janet Peterson-Humanities Gordon DeSpain-Math/Science Murdoch Maloney-Business Dean Patscheck-Energy Kerry Meier-T&T Amy Cooper-Health Sciences

1) Name one goal of assessment. 2) What are the 5 CSLOs? 3) Name one Classroom Level Assessment Technique. 4) T/F: When we ask for artifacts from faculty for CSLO assessment, we are also assessing the faculty member. 5) T/F: Action Plans and Reports should be done annually. 6) T/F: The Assessment Team assesses General Education too. 7) Name one way to win a prize at the end of the year Assessment Showcase.

1) Goals: Improve student learning, Improve teaching, Accreditation 2) CSLOs: Broad and Specialized Learning (BSL) Critical Thinking (CT) Cultural and Civic Engagement (CCE) Effective Communication (EC) Integrating Technologies (IT)

3) CATs: (Handout) 4) F: We are assessing the CLSOs not the course or faculty member. 5) T: Action Plans and Reports are due each Spring. (Handout) 6) T: Yes, we assess Gen Ed and CSLOs. 7) Prizes: Attend any assessment event, help with artifact readings, attend the end of the year Showcase, do awesome on this trivia quiz!