The Future of Outcomes Assessment Spring Break Workshop 2014 Toby Peterson OA Liaison, Transfer Programs Ann Fillmore OA Liaison, CTE Programs

Workshop Outcomes After successfully completing the workshop, participants will be able to: Briefly describe the current state of Outcomes Assessment, both at Clark and on a national scale. Discuss the broader implications of Outcomes Assessment practice.

EDUCAUSE Learning Initiative (ELI), 2013

1.What is the current state of Outcomes Assessment (OA) as you understand it? What is its role at Clark, or elsewhere? Discuss:

1.What is the current state of Outcomes Assessment (OA) as you understand it? What is its role at Clark, or elsewhere? 2. What might the future of OA look like? Discuss:

A Quick Look Back…

Higher Education is Under Increased/Increasing Scrutiny “A Nation at Risk” (1983) Spellings Commission (2006)

Standardized test scores Rise of Big Data o College Scorecard College Scorecard o College Measures College Measures Affordability/financial aid Completion & Retention Demonstrable student learning Institutions are being held to increasing (and varying) levels of accountability. “A Nation at Risk” (1983) Spellings Commission (2006) Higher Education is Under Increased/Increasing Scrutiny

Accrediting Agencies Remain the Driver of Outcomes Assessment O Colleges report pressure to assess student learning from a statewide coordinating or governing board, state mandates, or other external pressures O Clark is accredited by the NWCCU (Northwest Commission on Colleges & Universities) Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Factors that Prompt OA Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

The Current State of Outcomes Assessment in Colleges & Universities

National Institute for Learning Outcomes Assessment O Published a report in January 2014 O National survey done in 2013 on assessment activities underway O All regionally accredited, undergraduate- degree-granting, two- and four-year public, private, and for-profit institutions in the U.S. (2,781) O 1,202 institutions (43%) responded Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Stated Learning Outcomes are Now the Norm O Clearly articulated learning outcomes let students know what an institution promises and what employers and policy makers expect O Some 84% of institutions reported they have common learning outcomes for all their students O More attention by institutions to integrate assessment activities on campus O At Clark, 99% of program outcomes & 91% of course outcomes have been reported Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Tools and Measures to Assess Student Learning has Expanded O While all types of measures are being used more often, the most striking changes are increased use of: O Rubrics O Portfolios O External performance assessment (i.e. internships and service learning) O Employer surveys O The OAT will help us to see what measures are being used at Clark Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Assessment Approaches Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Outcomes Assessment is Supported on Campuses O Statements about the institution’s commitment to assessment O Increased faculty engagement O Existence of an OA committee O Institutional research and/or assessment office to support assessment work O Availability of professional staff and professional development opportunities Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Outcomes Assessment is Supported on Campuses O Statements about the institution’s commitment to assessment O Increased faculty engagement O Existence of an OA committee O Institutional research and/or assessment office to support assessment work O Availability of professional staff and professional development opportunities Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Assessment Data is Meaningful O Internal use of assessment data is growing and is considered more important than external use O Community Colleges are likely to use OA data to: O Determine college readiness O Align outcomes O Inform transfer policies O Improve instructional effectiveness O Allocate resources Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Uses of Assessment Results Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

The Role of Assessment in Improving Student Completion O “Community colleges educate nearly half of all undergraduates in the country, yet fewer than half of these students who enter the community college with the goal of earning a degree or certificate have met their goal six years later.” (Achieving the Dream) O Increased initiatives to specifically address the issue of completion O Important role of data in improving success rates, particularly for low-income students and students of color Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Improving Completion “… the real benefit of outcomes mastery is adequate preparation for success at the next level. This means changing how we work - how classes are scheduled, how we advise, how we develop programs, and revise courses - everything is different for us with learning in mind. That’s the value [of the assessment] conversation we need to share internally and externally.” -(provost at an associate’s institution) Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

The Local State of Outcomes Assessment

O Increasing awareness (catalog publication latest step) O Increasing participation O Diverse projects O Reports increasing O Curriculum/outcome mapping O Comprehensive assessment plans O Shift from course to program assessment O Also still needed: documented action, based on assessment results (closing the loop)

The Future of Outcomes Assessment at Clark

Faculty Work Assessment work to shift to program thinking Technology to increase communication o Administratively o Among colleagues and community Technology to ease workload o Faculty focus on learning (not logistics)

The Future of Outcomes Assessment at Clark Faculty Work Assessment work to shift to program thinking Technology to increase communication o Administratively o Among colleagues and community Technology to ease workload o Faculty focus on learning (not logistics) College-Wide Role Strategic Plan Informing curricular decisions Setting priorities Providing a benchmark

The Future of Outcomes Assessment

Prior Learning Assessment

The Future of Outcomes Assessment Prior Learning Assessment K12 Alignment

The Future of Outcomes Assessment Prior Learning Assessment Industry Alignment K12 Alignment

The Future of Outcomes Assessment Prior Learning Assessment Competency-Based Education Industry Alignment K12 Alignment

The Future of Outcomes Assessment Prior Learning Assessment Competency-Based Education Industry Alignment K12 Alignment Millennial Learning Models

Questions or Comments? Thank you for attending! Enjoy your day! Ann Fillmore Faculty OA Liaison, CTE Programs Toby Peterson Faculty OA Liaison, Transfer Programs Kanna Hudson Research and Assessment Professional