1. Still Lovin’ those Outcomes
Reedley College Duty Day
Fall 2010

2. Workshop Outcomes Evaluate where RC is in the SLO/Assessment process.
Identify challenges you and your program face in this process.
Determine what you and/or your program may continue to do or modify in order to have meaningful assessment.

3. ACCJC SLO Rubric
Proficiency • Student learning outcomes and authentic assessment are in place for courses, programs and degrees. • Results of assessment are being used for improvement and further alignment of institution-wide practices. • There is widespread institutional dialogue about the results. • Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. • Appropriate resources continue to be allocated and fine-tuned. • Comprehensive assessment reports exist and are completed on a regular basis. • Course student learning outcomes are aligned with degree ` student learning outcomes. • Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

4. Reedley College’s response to Proficiency Characteristics
Activities leading to and surrounding implementation
Progress Indicators
Evidence
(see response draft insert)

5. Where we are
227 of 791 courses have completed assessment timelines (29%)
14 of 83 programs (instructional and non-instructional) have completed assessment timelines (17%)
% of programs with evidence of ongoing assessment?

6. Where we still need to go to exhibit proficiency
Assessment Timeline (insert)
Continue dialogue
Continue assessment
Implementation of recommendations based on assessment
Evidence of the above posted on Blackboard

7. Keeping the assessment momentum going
Answer the following: 1. What does our program need to do to meet the RC Assessment Timeline? 2. What do I need to do within my program to meet this goal? 3. What do I need to do within my classrooms to meet this goal?

8. Notes

9. More questions to consider, share, and discuss
What is the number one challenge you or your program face in conducting assessment?
Are you happy with your program’s assessment choices? If not, what could be modified? When and how could this change occur?

10. Notes

11. And a few more questions
How often do I/we converse with our NC colleagues? Is this enough for the process? What could I/we do to engage more with NC?
Do I agree with my colleagues (RC and/or NC) on pedagogy, assessment techniques, or analysis/interpretation of data? If not, how could this be resolved?

12. Notes

13. Help us help you
What does your program need from the SLO coordinator, administration, colleagues, or institutional researcher to continue meaningful assessment and reach our goals?