linkages : making the pieces fit! don j. lind marla g. larimore learning assessment coordinators...
TRANSCRIPT
Linkages:
Making the Pieces Fit!
Don J. LindMarla G. Larimore
Learning Assessment CoordinatorsCoffeyville Community CollegeCoffeyville, Kansas
Opening the
Puzzle Box
Assumptions:
• Your college has a viable assessment program already in operation.
• Your institution has produced clearly stated institutional, program, and course outcomes.
Facts:
• A monitoring component which looks at student learning is included in:
– Institutional Strategic Plans
– Program Reviews
• This information comes from linkages from each program to its course outcomes.
A ‘Daunting’ Task
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 Math105
1 2 6 7 8 Math115
1 4 5 7 8 Math106
1 2 3 4 5 Engl 101
2 4 5 6 7 Engl 102
2 3 5 8 9 Engl 190
1 2 3 4 5 Engl 202
1 2 3 4 Psyc101
1 2 3 4 5 Soci 101
1 2 4 6 7 Facs107
1 2 3 4 Geog120
1 2 3 4 5 6 7 8 9 1 2 3 4 1 2 3 4 5 6
Key ‘Pieces’
• Faculty
• Assessment Coordinators
• Reports
Key Key PiecesPieces
FacultyFaculty
Assessment
Assessment
Coordinators
Coordinators
Reports
Reports
Faculty ‘Pieces’
Link Program to Institution
Classes to Program
Learner OutcomesLimited
KnowledgeSome
KnowledgeConsiderableKnowledge
HighKnowledge
MasteryKnowledge
1 2 3 4 5
1. Recognize and use several modes of composition.
2. Recognize that making good use of time is vital in being successful.
3. Increase skills both in thinking logically and in writing effectively.
4. Benefit from individualized evaluation of each paper.
5. Increase awareness of the development of personal vocabulary.
6. Demonstrate the ability to read with comprehension.
Decide Method of Testing Rubric?Rubric?
Pre/Post Test?Pre/Post Test?
1. Write in lowest terms: 35b3c2
10a3b9
Mapping Ex: Intermediate Algebra(outcomes mapped to a test with 30 questions)
Add, subtract, multiply, & divide signed numbers.
Solve equations & inequalities
Add, subtract, multiply, & divide polynomial expressions
Factor polynomial expressions
Simplify & solve rational expressions & equations
Simplify & solve radical expressions & equations
Solve quadratic equations & inequalities
Graph linear & quadratic equations & inequalities
Maps back to: ?’s 1,2,3,& 4
?’s 21 & 24
?’s 7,8,9,10,11, & 12
?’s 13,14, & 15
?’s 5,6,16,22, & 23
?’s 17,18,19, 20, & 26
?’s 25 & 27
?’s 28,29, & 30
Report Assessment Data
Reporting TypesEnter Data By Rubric
By Percent
Or By Count
Template Summary Sheet for Faculty
Email Templates
Templates Include Help Page
Assessment Coordinator’s ‘Pieces’
Create “Links” Template for Each
Program
Enter the ‘Links’
Put “X’s” where Course
Outcomes link to Program
Outcomes
Number of OutcomesNumber of Students
Trig Data Counts
Course Outcomes 1 &
7
total 15 out o
f 20
chances to support
Program O
utcome 1
Template Data Lines
Copy Row 100 O
ut of
Each Faculty Template
to Dro
p into Tally
Sheet
of the Links Pro
gram
Input Class Data from Faculty
One data
line fro
m
each
faculty
class
template
Reporting ‘Pieces’
Program Report
Consists of
Data from all
Classes
Taught in the
Program
Course Data
Benchmarks
• The Assessment Team (consisting of representatives from faculty, assessment coordinators, and administration) decided to start with a Benchmark of ‘70-70’ for CCC.
• This “two dimensional benchmark” means that 70% of the student body will pass course outcomes at a 70% level.
• Departments have the option to raise their benchmark.
“A standard of excellence, achievement, etc.”
Utilizing “Links” Templates
• This “linking” process allows for rapid change and easy viewing of “What-Ifs”.
• The data connecting course outcomes, program outcomes and even the institutional outcomes can be collapsed and simplified by using the “LINKS” templates created at CCC.
www.coffeyville.eduAssessment webpage
Website
with
Download
Page
70% Benchmark
80% Benchmark
90% Benchmark