1. CONVOCATION AUGUST 14, 2014 THE LOOK AND FEEL OF TASKSTREAM

2. PERCEPTION OF ASSESSMENT: COMPLIANCE Accreditation Write Outcomes Identify Assessments Gather Results PackageResults SubmitReports

3. STUDENTS Name Expectations for Learning Communicate Expectations to Students Collect Student Work Determine Extent of Learning Strategize New Student Success Plans IDEAL ASSESSMENT: INTENTIONALLY FOCUSED ON STUDENTS

4. HOW CAN TASKSTREAM HELP US GET THERE? Provide repository for outcomes assessment data… AND Create/track action plans to improve student success Manage assessment cycles at course, program and institutional levels Simplify reporting Seamlessly integrate large volumes of assessment data from all divisions (college-wide) for program review, accreditation and improvement

5. General Access Faculty are “affiliated” with course/program workspace Course assessment workspaces -THEN vs NOW… a comparison of SLOJet and Taskstream -Cycle extension to improve assessment -Mapping capability Next Steps -Monthly Outcomes and Assessment Clinics -Program Assessment Plans TOUR OF MIRAMAR TASKSTREAM

6. GENERAL ACCESS FACULTY ACCOUNTS AND AFFILIATION

7. Upon login, each faculty will access a welcome page with assigned workspaces

8. “Affiliated” program workspaces

9. “Affiliated” course workspaces

10. LEARNING OUTCOMES, ASSESSMENT PLANS, ACTION PLANS AND ALIGNMENT MAPPING OF OUTCOMES COURSE ASSESSMENT WORKSPACES

11. COURSE ASSESSMENT: THEN… Course assessment using SLOJet -Section data individually entered in SLOJet -Course assessment occurred every semester -Faculty Course Leads perform analysis of all section data and enter analysis in SLOJet -Repeat cycle

12. - SLO cycle was each semester by individual faculty

13. - SLO Statements - Outcome Data (% meeting standard)

14. Results: - Individual section data - Faculty course leads need to then access and analyze

15. - Faculty course leads input summary of analysis and cycle repeats

16. COURSE ASSESSMENT: THEN… AND NOW Course assessment using Taskstream -Course assessment occurs during a 3 year cycle (current cycle ends in Spring 2015) - Aggregate course outcome data entered into Taskstream by Faculty Course Leads - Action plans are identified to improve student learning - Status reports provided on action plans - Direct mapping to program level and institutional level outcomes

17. Standing Requirement is Course Learning Outcomes (can be edited at any time)

18. Assessment cycle has 4 sections

19. “Assessment plan” section includes measures, targets, timeline and responsible personnel

20. Also contains space to attach documents or links

21. “Assessment Findings” section includes assessment data and target achievement

22. Includes space to attach evidence

23. “Action plan” section includes improvement plans, timeline and personnel [budget requests and priority are optional]

24. “Status report” section includes updates on action plan, budget, and next steps

25. Course outcomes can be mapped to new institutional outcomes (and program outcomes when available)

26. WHAT DOES THIS MEAN FOR US? Three-year cycle to complete course assessment (current cycle ends Spring 2015) Faculty course leads need to be in place for every course Fall 2014 course data entry can be aggregated data accumulated between Spring 2013 and Fall 2014 (can use data previously entered in SLOJet, new data, etc.) or individual section data Easily accessible reports

27. ANALYTICS FOR COLLEGE AS A WHOLE Analytic reports show college- wide results in workspace areas (e.g. course assessment)

28. SUMMARY REPORT FOR MANAGING WORK STATUS

29. STAY TUNED… Instructional Outcomes and Assessment Clinics September: Course Assessment Refresher October: Program Assessment Plans in Taskstream November: Program Assessment Refresher Individualized workshops with departments as requested Laura W. Murphy, Ph.D. College-Wide Outcomes and Assessment Facilitator Office: S5-101G Phone: x7539 lmurphy@sdccd.edu