Assessing Student Assessing Student Learning:Learning:

What Kapi‘olani Community College is DoingWhat Kapi‘olani Community College is Doing

Kristine Korey-Smith, Assessment CoordinatorKristine Korey-Smith, Assessment CoordinatorLouise Pagotto, Interim Vice Chancellor for Academic AffairsLouise Pagotto, Interim Vice Chancellor for Academic Affairs

2009 Strengthening Student Success ConferenceSan Francisco

October 8, 20091:30-2:45

OverviewOverview

• Overview of Student Learning Outcomes (SLOs) Assessment

• KCC’s Assessment Plan• Reporting Assessment Results• Using Assessment Results• What We’ve Learned

Ask Yourself These QuestionsAsk Yourself These Questions

• What decision did you make about your program last year?

• What evidence informed your decision?

• What were you trying to change when making that decision?

Student Learning Outcomes Student Learning Outcomes AssessmentAssessment

• Articulate the end results (stated SLOs) ahead of time

• Collect evidence of attainment of the SLOs

• Document decisions made based on evidence

• Implement changes and follow up to determine impact

The Iterative Systematic Assessment CycleThe Iterative Systematic Assessment CycleAdapted from Peggy Maki, Ph.DAdapted from Peggy Maki, Ph.D

Mission/Purpose

Goals

Outcomes

Draft SLOs; Implement methods of delivery and methods to gather data

Gather Data Interpret Evidence

Make decisions to improve programs; enhance student learning; inform institutional decision making, planning, budgeting, policy.

Results in improved institutional quality

Institutional Planning

Small Group DiscussionSmall Group Discussion

• What are you already doing that could be considered Student Learning Outcomes Assessment?

• How could you readily incorporate that into your program review process (curriculum review process and professional accreditation)?

Report OutReport Out

Overview of Program AssessmentOverview of Program Assessment

Program

Faculty

Draft Program SLOs, align course SLOs to program SLOs, identify assessment points and measures

Collect Evidence of learning:

•Samples of student work from courses

•Capstone Projects

•Internships

•Observation check lists/ rubrics

Data Analysis: Make summative judgments about student learning relative to SLO. Recommend improvements. Record results in program review.

Implement recommended changes – SLO, rubric, support, instruction, further study, resources, policies

Tied to tactical planning and allocation of resources

Integrating & Institutionalizing Integrating & Institutionalizing SLOsSLOs

UH Strategic

Plan

UHCC Strategic

Plan

KCC Strategic

Plan

Department Tactical

Plan

Program reviews

Overview of AA Degree Assessment Overview of AA Degree Assessment

AA Degree Faculty

Draft G.E. SLOs; align course SLOs to G.E. SLOs; identify assessment points and measures

Collect Evidence of learning:

•Samples of student work from courses

•Capstone Projects

•Service Learning Reflection

Data Analysis: Make summative judgments about student learning relative to G.E. SLOs. Recommend improvements. Record results in program review.

Implement recommended changes – SLO, rubric, support, instruction, further study, resources, policies

Tied to tactical planning and allocation of resources

Overview of Student Services Assessment Overview of Student Services Assessment

Student Services Staff

Draft S.S. SLOs; align activities to S.S. SLOs; identify assessment points and measures

Collect Evidence of learning:

•Surveys

•Counselor notes

•PLP

Data Analysis: Make summative judgments about student learning relative to S.S. SLOs. Recommend improvements. Record results in program review.

Implement recommended changes – SLO, rubric, support, activities, further study, resources, policies

Tied to tactical planning and allocation of resources

What needs to be documented in a What needs to be documented in a report on Student Learning report on Student Learning Outcomes Assessment?Outcomes Assessment?

Typical Report ComponentsTypical Report Components

• Program Name

• SLO(s) being assessed

• Methodology

• Results (aggregated results)

• Decisions and Recommendations

Program Assessment ReportProgram Assessment Report

Program SLO(s)

Evidence of industry

validation

Assessment Strategy/

instrument

Results of Program

Assessment

Plan for Improvement

Small Group DiscussionSmall Group Discussion

• Who do you want looking at these reports in order to make the best informed decisions?

• How do you see using the assessment results?

Report OutReport Out

The Role of AdministrationThe Role of Administration

• Provide access to institutional research and training in data analysis

• Clarify benefits of assessment• Clarify responsibility for accountability• Support professional development• Provide access to technology support • Minimize complexity• Tolerate initial “messiness” & allow for faculty

autonomy• Communicate

Uses of Assessment ResultsUses of Assessment Results

• Assure stakeholders that students have attained programmatic SLOs

• Develop or rethink program learning outcomes and assessment

• Improve alignment of program SLOs with course SLOs and course SLOs with assessments/activities

• Develop or refine interventions to improve student learning and success

• Design needed professional development programs• Inform decision making, planning and budgeting,

including resource reallocation

Operationalize SLO AssessmentOperationalize SLO Assessment

Need to:• Set priorities and institutional values• Communicate a shared conceptual framework

and common language• Systematically gather data that evaluate

outcomes• Provide professional development and support

for faculty and staff

Operationalize SLO Assessment Cont.Operationalize SLO Assessment Cont.

• Reallocate time• Centralize coordination of data/report

management• Use data to improve programs, reallocate

resources and reinforce institutional priorities• Conduct a meta-assessment of the process

End Remarks – What We’ve End Remarks – What We’ve LearnedLearned

• Emphasize difference between compliance and improvement• Identify assessment support people• Don’t assess everything we do every year – have programs submit

assessment plans• Don’t do everything at once; start with one or two outcomes• Prioritize goals/outcomes• Be flexible• Use what we have already done• Borrow from other institutions and modify as needed• Allocate time for assessment – rethink how we use meeting times

QuestionsQuestions

ReferencesReferences

Accrediting Commission for Community and Junior Colleges. (2007, August). Guide to Evaluating Institutions. Retrieved on 10/01/07 from http://www.accjc.org/Allen, M.J. (2006). Assessing general education programs. Bolton, MA: Anker Publishing Company, Inc.Beno, B.A. (2004). The role of student learning outcomes in accreditation quality review. In T.W. Banta (Ed.),

Community college assessment. San Francisco, CA: Jossey-Bass.Bresciani, M.J., Zelna, C.L., and Anderson, J.A. (2004). Techniques for assessing student learning and development in

Academic and student support services. Washington D.C: NASPA.Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: American Association for Higher Education.Miles, C.L. & Wilson, C. (2004). Learning outcomes for the twenty-first century: Cultivating student success for college and the knowledge economy. In T.W. Banta (Ed.), Community college assessment. San Francisco, CA: Jossey-Bass.Scott, A.G. (2007). The role of assessment in linking faculty teaching to student outcomes. In T.W. Banta (Ed.), Assessing student achievement in general education. San Francisco, CA: Jossey-Bass.Serban, A.M. & Friedlander, J. (2004). Developing and implementing assessment of student leaning outcomes. Hoboken, NJ: Wiley Periodicals.Walvoord, B.E. (2004). Assessment clear and simple. San Francisco: CA: Jossey-Bass.

Contact InformationContact Information

Kristine Korey-Smith

Kapi‘olani Community College

4303 Diamond Head Road

Honolulu, HI 96816

808-734-9338

ksmith@hawaii.edu

Louise Pagotto

Kapi‘olani Community College

4303 Diamond Head Road

Honolulu, HI 96816

808-734-9517

pagotto@hawaii.edu