Linkages : Making the Pieces Fit! Don J. Lind Marla G. Larimore Learning Assessment Coordinators Coffeyville Community College Coffeyville, Kansas

Opening the Puzzle Box

Assumptions: Your college has a viable assessment program already in operation. Your institution has produced clearly stated institutional, program, and course outcomes.

Facts: A monitoring component which looks at student learning is included in: –Institutional Strategic Plans –Program Reviews This information comes from linkages from each program to its course outcomes.

A ‘Daunting’ Task Math Math Math Engl Engl Engl Engl Psyc Soci Facs Geog

Key ‘Pieces’ Faculty Assessment Coordinators Reports KeyPieces Faculty Assessment Coordinators Reports

Faculty ‘Pieces’

Link Program to Institution

Classes to Program

Learner Outcomes Limited Knowledge Some Knowledge Considerable Knowledge High Knowledge Mastery Knowledge Recognize and use several modes of composition. 2. Recognize that making good use of time is vital in being successful. 3. Increase skills both in thinking logically and in writing effectively. 4. Benefit from individualized evaluation of each paper. 5. Increase awareness of the development of personal vocabulary. 6. Demonstrate the ability to read with comprehension. Decide Method of Testing Rubric? Rubric? Pre/Post Test? 1. Write in lowest terms: 35b 3 c 2 10a 3 b 9

Mapping Ex: Intermediate Algebra (outcomes mapped to a test with 30 questions) Add, subtract, multiply, & divide signed numbers. Solve equations & inequalities Add, subtract, multiply, & divide polynomial expressions Factor polynomial expressions Simplify & solve rational expressions & equations Simplify & solve radical expressions & equations Solve quadratic equations & inequalities Graph linear & quadratic equations & inequalities Maps back to: ?’s 1,2,3,& 4 ?’s 21 & 24 ?’s 7,8,9,10,11, & 12 ?’s 13,14, & 15 ?’s 5,6,16,22, & 23 ?’s 17,18,19, 20, & 26 ?’s 25 & 27 ?’s 28,29, & 30

Report Assessment Data

Reporting Types Enter Data By Rubric By Percent Or By Count

Template Summary Sheet for Faculty

Templates

Templates Include Help Page

Assessment Coordinator’s ‘Pieces’

Create “Links” Template for Each Program

Enter the ‘Links’ Put “X’s” where Course Outcomes link to Program Outcomes

Number of Outcomes Number of Students

Trig Data Counts Course Outcomes 1 & 7 total 15 out of 20 chances to support Program Outcome 1

Template Data Lines Copy Row 100 Out of Each Faculty Template to Drop into Tally Sheet of the Links Program

Input Class Data from Faculty One data line from each faculty class template

Reporting ‘Pieces’

Program Report Consists of Data from all Classes Taught in the Program

Course Data

Benchmarks The Assessment Team (consisting of representatives from faculty, assessment coordinators, and administration) decided to start with a Benchmark of ‘70-70’ for CCC. This “two dimensional benchmark” means that 70% of the student body will pass course outcomes at a 70% level. Departments have the option to raise their benchmark. “A standard of excellence, achievement, etc.”

Utilizing “Links” Templates This “linking” process allows for rapid change and easy viewing of “What-Ifs”. The data connecting course outcomes, program outcomes and even the institutional outcomes can be collapsed and simplified by using the “LINKS” templates created at CCC.

Assessment webpage

Website with Download Page

You can us at: Don Lind Marla Larimore

70% Benchmark

80% Benchmark

90% Benchmark