assessing student learning: what kapi‘olani community college is doing kristine korey-smith,...
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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
Louise Pagotto
Kapi‘olani Community College
4303 Diamond Head Road
Honolulu, HI 96816
808-734-9517