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FLEX Day August 23, 2012
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Moreno Valley Assessment Committee Larissa Broyles – HSS Dan Clark – COMM Lisa Hausladen – HHPS Cheryl Honore – BITS Jeanette LaPorte- BCTC Diane Marsh – MSK Cordell Briggs and Sheila Pisa – Co- Chairs
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What is Assessment? “Assessment is the systematic collection, review and use of information about educational programs undertaken for the use and purpose of improving learning and development” (Palomba & Banta, 1999) Direct Assessment: conducted with observed student work or behavior Indirect Assessment: gathering of students’ perceptions of what they’ve learned
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SLO Assessment Cycle
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Report on Assessment Progress Over 70% of MVC courses have completed at least one direct assessment (big improvement from 45% in fall 2011) We have surveyed approximately 80% of MVC classes 13% of MVC courses have done more than one direct assessment
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Stepping Up to a New Level ACCJC has defined various levels of assessment Awareness Development Proficiency Sustainable Continuous Quality Improvement In Fall 2012 we are expected to show our efforts at meeting Proficiency
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ACCJC Defines SLO Proficiency SLO and authentic assessments are in place for courses, programs, support services, certificates, and degrees Widespread institutional dialogue and identification of gaps Decision making is based on assessment Reports are fine tuned and completed regularly Course SLOs are aligned with degree SLOs (e.g. General Ed SLOs, Areas of Emphases SLOs, and Program Level Outcomes) Students demonstrate awareness of goals and purposes of courses in which they are enrolled From ACCJC Rubrics
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What is Authentic Assessment? Authentic assessments require students to be effective performers with acquired knowledge. Authentic assessments present the student with the full array of tasks that mirror the priorities and challenges found in the best instructional activities: conducting research; writing, revising and discussing papers; providing an engaging oral analysis of a recent political event; collaborating with others on a debate, etc. Authentic assessments attend to whether the student can craft polished, thorough and justifiable answers, performances or products. Wiggins, Grant (1990), Retrieved from http://pareonline.net/getvn.asp ?v=2&n=2
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Example Michael Schwartz, English 7 Some other examples can be found in the folder labeled FLEX on the assessment sharepoint site: mvcsp.com/loa
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Where do we need to improve? Improve our continuous cycles of assessment Develop and assess Program Level Outcomes (PLOs) for CTE programs Define academic programs, develop and assess PLOs for them Create and assess Institutional Learning Outcomes (ILOs) Connect assessment to program review and planning
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ACCJC’s Holy Trinity Program Review Planning SLO/SAO assessment PLOs ILOs Goals
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How these areas are related? SLO and Service Area Outcomes (SAO) Assessment feed Program Level Outcomes through the Program Review process Program Level Outcomes are assessed and integrated into institution-wide planning for improvement and informed decision-making The institution assesses progress toward achieving its educational goals
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What does this mean for faculty? All faculty, full and part-time, must be continuously involved in assessing their courses Assessment cycles for courses should be determined and justified by departments/disciplines, and SLOs routinely discussed at department meetings In the case of multiple sections, there should be a concerted effort to make an assessment plan Assessments should be direct (or a combination of direct and indirect), and as authentic as possible
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Assessment Activity Think-Pair-Share Write up a plan and email it to sheila.pisa@mvc.edu sheila.pisa@mvc.edu
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