Assessing General Education Workshop for College of the Redwoods Fred Trapp August 18, 2008

Assessment Key Concepts Program Outcomes/ Topic Areas Student Learning Outcomes Means of Assessment / Evidence Criteria for Assessment Standards of Success/Quality of Performance: Exemplary Satisfactory Unsatisfactory

GE Program Outcomes/Topics Broad descriptions Categories of learning outcomes End toward which efforts are directed

Examples of GE Program Outcomes Critical Thinking Effective Communication Global Awareness Personal Responsibility Academic Senate, College of the Redwoods

Student Learning Outcomes Results in terms of specific student learning, development, and performance (Braskamp and Braskamp, 1997) Answer the question – “What do we expect of our students?” (CSU Report 1989) Describe actual skills, understandings, behaviors, attitudes, values expected of students

Examples of GE Student Learning Outcomes Math: Use arithmetical, algebraic, geometric and statistical methods to solve problems. Personal Responsibility: Demonstrate facility in making value judgments & ethical decisions Global/cultural context: Analyze issues from multiple perspectives Team work : Listens to, acknowledges, and builds on the ideas of others.

Make Student Learning Outcomes Public and visible –The syllabus  Relevant and meaningful – If my class was the only one a student took in the discipline …  Motivating and supportive of learning

Course Rating Scheme For each GE learning outcome rate your course 0- Course does not include instruction and assessment of this outcome. 1- Course includes instruction or practice of the outcome, and performance/knowledge of this outcome is assessed. 2- Course includes instruction or practice in the outcomes of this outcome, performance/ knowledge is assessed, and 20% or more of the course focuses on it. 3- Course includes instruction or practice in the outcome, performance/knowledge is assessed, and 1/3 or more of the course focuses on it. See the example matrix

Means of Assessment/Evidence Student work that demonstrates achievement of outcomes (assignments, projects, presentations, papers, responses to questions, etc.) Designed for appropriate level of learning expectations (outcomes) Opportunity for different ways of demonstrating learning

Examples of Means of Assessment/Evidence Critical Thinking Role play or case study Project or problem solving assignment Math Mathematical and statistical projects and papers Personal Responsibility A written account A multi-media presentation or display board An audio tape

Criteria for Assessment Basis on which student work is evaluated Support faculty in making objective evaluations Represent powerful professional judgments of faculty Guide student learning efforts –(if you share the criteria in advance)

Examples of Criteria for Assessment Math –Accuracy –Complexity –Clarity and Coherence Personal responsibility –Complexity (broad, multifaceted, interconnected) –Conscious Awareness Global/cultural context –Range of Cultures –Reflectivity and Integration Teamwork  Respect  Flexibility

Standards of Success/ Quality of Performance Describe different levels of performance in the criteria Support faculty in making objective evaluations Describe specific indications of criteria Promote understanding of criteria

Examples of Standards of Success/ Quality of Performance Math (Accuracy) – Satisfactory : Contains few errors and those errors do not significantly undermine the quality of the work. –Considers and uses data, models, tools or processes that reasonably and effectively address issues or problems. – Unsatisfactory : One or more errors that significantly undermine the quality of the work. –Uses data, models, tools or processes in inappropriate or ineffective ways. Global/cultural context (Complexity) – Standard for Excellent : Consistently views sophisticated and significant dilemmas and issues with a broad focus and from multiple perspectives. – Standard for Satisfactory : Usually views sophisticated and significant dilemmas and issues with a broad focus, but may sometimes use a more narrow focus and may use fewer perspectives. – Standard for Unsatisfactory : Mainly views issues and dilemmas in simple terms and usually does so with a limited focus and minimal perspectives.

Assessment Key Concepts Example GE program outcome/topic area -Personal responsibility Learning outcomes -Students demonstrate a facility in making value judgments & ethical decisions -Student describe and assume personal responsibility in collaborative endeavors, and respect and support the responsibilities of others

Personal Responsibility Means of assessment/evidence -Written code with discussion of two different life decisions based on the code -Multimedia presentation -Letter of application for professional position -Dramatization of ethical issues Criteria for assessment -Reflection -Multiple perspectives

Personal Responsibility Standards of success/quality of performance - Excellence in Reflection: Consistently raises questions, checks assumptions, connects with previous experiences, acknowledges biases and values and engages in self- assessment -Excellence in Multiple Perspectives: Examines thinking and experiences of others, considers those affected by decisions, and considers diverse courses of action

Assessment Process

Aligning Curriculum and Pedagogy with Learning Outcomes Outcomes and criteria as planning focus Course Alignment Grids Teachers talking teaching See sample course alignment grid

Collect Evidence of Student Performances Individual faculty collect representative samples of student work (3 Exemplary, 3 Satisfactory, 3 Unsatisfactory) CSU Monterey Bay approach

Review and Analyze Evidence Faculty as a group (faculty learning community) Read holistically to determine whether outcomes are achieved (reliability). Several readings to identify examples of criteria (validity). Final reading for insights about pedagogy, class structure and environment, and learning supports. CSU Monterey Bay approach

Collect Evidence of Student Performances Research office/assessment committee selects classes for assessment work Individual faculty forward student work to the research office Research office makes copies & returns originals for grading Next term research office draws a sample of the work Johnson County CC approach

Review and Analyze Evidence A cross disciplinary team of faculty apply holistic rubrics in reviewing samples of work Assemble and discuss findings reflecting on their implications for future action Johnson County CC approach

Collect Evidence of Student Performances Individual faculty decide on an assignment fitting the GE theme Faculty (individually & collaboratively) build a grading rubric Faculty teach their course, grade work but keep a course portfolio of their experiences Raymond Walters CC approach

Review and Analyze Evidence Faculty meet in departments at the end of the year to exchange experiences and notes from their course portfolios Department writes a summary report of findings and recommendations for future action Raymond Walters CC approach

Process Results: Improving Learning Documentation of student achievement of outcomes –Someone has to keep the data Faculty as a group Identification of curricular gaps/foci and pedagogical weaknesses/strengths Clarification of outcomes, criteria & standards Redesign of means of assessment/evidence