assessment of learning: a college’s cycle of outcomes, assessment & organizational...
TRANSCRIPT
Assessment of Learning: A College’s Cycle of Outcomes, Assessment &
Organizational Transformation
College of AlamedaOctober 26, 2010
Lynn A. Null, M.Ed.Child Development Program Director/Instructor
Western Oklahoma State College
Session Outcomes
Design a procedure for collecting direct and indirect evidence of student learning for program improvements, and accreditation reviews
Take the results of assessments and compile a profile of how students are advancing and mastering skills.
Use data to make curriculum revision decisions.
Envisioning the Student’s Journey
Early Childhood Program Level Map
Reading
Writing Math
Physical Science
BIOL1114Biology
Humanities
Humanities
PSYC1113/SOCI1113Intro. to PsychologyIntro. to Sociology
MATH 1513College Algebra
Certificate of Mastery
Director’s Certificate of Completion
Developmental
HIST1483/1493American History
CDA
CHLD1001CDA Prep.
ENGL 1113English Comp I
CHLD2543Socialization & Support
of Young Children
CHLD2414Planning Curriculumfor Young Children
CHLD2153Behavior
& Guidance
CHLD2013Intro. To Child Growth
& Development
CHLD2113Nutrition Health
& Safety
or
Open EnrollmentCompass Test
CHLD1102The Child Development
Professional
Supportive Skills: Life Skills Math/Reading Skills Communication Skills Critical Thinking Skills Technological Skills
Design and evaluate a healthy, safe, and culturally appropriate early childhood environment consistent with social, cognitive, language, and physical development theories.
Create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
Use assessment, systematic observations, documentation, and other effective assessment strategies to positively influence children’s development.
Design, implement, and evaluate learning experiences that are outcomes based, authentic, developmentally appropriate, and in compliance with established guidelines and standards.
Advocate for children and their families in the classroom and in the program by basing decisions and actions on ethical and other professional standards, applying knowledge of development and its multiple influences, participating in ongoing, collaborative learning, and demonstrating collaboration, critical thinking, and reflection.
CHLD2303The Abused andNeglected Child
CHLD1001-3Child Development
Seminar
CHLD1203Growth & Development
of Infants/Toddlers
CHLD2323Effective Parenting
CHLD2313Children’s Literature
& Language
CHLD2613Creative Activities
CHLD2403Special Needs Child
POLS1113Federal Government
CHLD2513Cognitive Activities
CHLD2423Child Care Management& Financial Strategies
CHLD1023Administrative Program
Planning
For More InformationPlease Call:
580.477.7821580.477.7920580.477.7880
ENGL1213English Comp. II
SPCH1113Public Speaking
COSC1153Microcomputer
Applications
Other Higher- Ed PartnersScholars for Excellence
Advisory Board
Family Child CareDHS
Reaching for the StarsRewardsCECPD
Child Care Centers
CHLD2121Capstone Seminar
Upper Division StudentEarly Childhood
ProfessionalCHLD2003Conscious Discipline
Child DevelopmentIntended Learning Outcomes:
The Major Question
What do students need to be able to DO “out there” that we are responsible for “in here?”
The “Aha”
“True wisdom lies in discovering that there are no ultimate answers, only good questions.”
Question Posing:
1.) What might we do to respond to our students needs?
2.) Does this data raise new questions?
3.) What key elements of this program outcome/standard are strengths for our students?
4.) Which are more of a challenge?
The Eddys
The Minor Eddy– Periodic interruption to make program
adjustments– Program faculty meet to discuss-e.g. after each
term or annually The Major Eddy
– Requires a lengthy amount of time---a 2-3 year review of 1-3 days
Closing the Assessment Loop: The Assessment Process From Outcomes To Quality
Improvement
Change In An Organization Comes From a Shift of Imagination!
THANK YOU!