1. Assessment and Program Review Instruction
What’s the best way to share this process with accreditation?

2. What’s different about SLO assessment?
Four questions:
What’s different about SLO assessment?
What about this year’s Program Review?
Any changes to data collection?
What about TracDat?
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

3. Q1: what’s different about SLO assessment?
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

4. At a glance More intentional
Begins with a question about student learning
Encourages taking different perspectives (beyond the classroom)
The research question dictates what data should be collected, and how
More adaptable to faculty priorities
Faculty can decide what and where to assess
Faculty can choose different methods and targets of assessment from year to year
More organized and collegial
Assessment follows an annual routine; plan in fall, follow up in Spring
Frequent workshops and other activities encourage discussion and collaboration
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

5. New language around program assessment
Old language:
1. Reflect on recent SLO assessment results for courses and degrees and certificates offered by the program. Specify how SLO assessment informs curriculum development and changes to curriculum.
2. Comment on the success rates in the program SLOs that are aligned with specific course SLOs. What do the program SLO and course data reveal about students completing the program? Identify trends and discuss areas in need of improvement. Is the alignment between course and program SLOs appropriate and informative? Describe any additional methods used to assess program SLOs and reflect on the results of those assessments. (See course-to- program SLO alignment mapping.)
new language:
Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

6. New language around ILO assessment
Old language:
For any courses in the program that satisfy a GE requirement, which GE SLOs are supported or reinforced by the course SLOs? What do assessment results for the course SLOs (and for the GE SLOs, if available) reveal about student attainment of the GE SLOs?
new language:
General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

7. New assessment documentation routine
Assessment planning as an annual activity
FALL
Submit brief assessment plan
SPRING:
Submit brief check-in form (supporting documentation also welcome)
EVEN YEARS:
Program Review (summary & planning)
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

8. Assessment plans due in Fall
Fall - ASSESSMENT PLAN - Instruction AY
DISCIPLINE
E.g., Biology, Dance, Political Science, Nursing
PROGRAM
E.g., a degree or certificate; specific course sequence; particular skill set across courses; particular course
RESEARCH QUESTION(S)
What aspect of student learning are you trying to find out about?
RATIONALE
Why does it matter? What is the context?
METHOD
What data will answer your question, and how will you get it?
NEXT STEPS / TIMELINE
What happens next, and when?
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

9. Check-in summaries due in Spring
Spring - ASSESSMENT PLAN - CHECK IN - Instruction AY
DISCIPLINE
e.g., Biology, Chemistry, Addiction Studies
PROGRAM
The outcome or aspect of your discipline or program you are addressing
DATA SUMMARY
Attach spreadsheet / narrative / summary of results
DISCUSSION
Document faculty & staff discussion or analysis of results
Attach or link to other documents (e.g., minutes)
ACTION PLAN
What steps have you taken, or plan to take?
STATUS
Is this assessment finished - is the loop closed?
Or does it carry over into next year?
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

10. Summary of changes Emphasis on research-question-driven assessment
Program Review:
New chronological structure
distinction between SLO / SAO
no required ILO alignment question
“assessment” section includes learning outcomes as one component, along with usage, achievement gaps and efficiency
New documentation process (Assessment Plans)
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

11. Q2: FAQs about this year’s Program Review?
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

12. The SLO data we gathered doesn’t really address a research question about student learning in our program; it’s all focused on courses. What should we do with it?
Suggestions:
Be clear about the shortcomings of your data
Analyse whatever data you have as best you can
Develop a research question for future reference
Draw on the mapping activity in Spring 2018
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

13. 2. We didn’t participate in an interdisciplinary activity
2. We didn’t participate in an interdisciplinary activity. How should we address the ILO question?
Suggestions:
Participate in the “Shared Rubric” activity! (rubrics at
Discuss any collaborations with learning communities
Discuss any collaborations with faculty/staff in other disciplines or services, focused on a shared ILO
Outline proposed collaborations with faculty/staff in other disciplines or services going forward
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

14. 3. We are writing about the same things in different parts of the Program Review. Is this OK?
Planning and assessment may overlap
Discipline and ILO assessment discussions may overlap
Assessment plans and Part 4 (“Planning”) overlap (assessment plans are briefer, more informal)
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

15. 4. What about planning? what research questions do you have?
what student learning issue would you like to tackle in your discipline?
how might you collect your data?
what collaborations/participations do you propose?
what current activities can you participate in right now?
We’re simply bringing the language of prog rev in line with what people are actually doing.
NOTE: Doesn’t say anything about the ILOs, which we revised to cover the services & learning centers!!! But never mind.

16. Q3: Any changes to data collection?
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

17. Gather the data that will answer your question
student attitudes & evaluation of the program: survey / focus group
student performance: direct observation of student work (embedded assignments, quizzes, etc.)
student success (grades, success in licensure exams, employer feedback)
student development: pre- and post- or other comparative data
curriculum coherence: analysis of outcome alignment
equity gaps: targeted assessment of student populations

18. Data sources
Student course grades / enrolment: PRIE (Banner information)*
Student coursework
Campus Climate & Satisfaction Surveys
Locally administered surveys / focus groups
…. and?

19. Important caution!
Program Review is retrospective (Fall 2016-Spring 2018)
Data requests take time (and we are not Facebook)
Protocol for processing data requests isn’t in place
Create a data wishlist

20. recommended guidelines for documenting SLO research
Keep track of
The number of students involved
Any specifically targeted populations
The nature of the assessment activity
Documents associated with the assessment activity (i.e., a copy of survey or assessment quiz, a table of results, etc.)

21. Q4: What about TRACDAT?
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

22. Options for documentation:
Continue to use TracDat to store data, results and analysis, AND submit assessment plans to SLOAC
Just submit assessment plans, along with any relevant data summaries, to SLOAC
We’ve simplified a good deal. Leaving out the GE connection (although there is now an ILO that student services support)

23. RESOURCES
Coming soon! “Assessment Handbook,” including examples, guidelines, workshop calendar, etc.
Workshops past and present, including narrated PowerPoints: