"CMC Moving Ahead": Assessment In-Service 2010

"CMC Moving Ahead": Assessment In-Service 2010

• 1.
  Moving Ahead with Student Learning Assessment Linda Suskie, Vice President Middle States Commission on Higher Education Colorado Mountain College May 7, 2010
• 2.
  What’s the BigDeal with Assessment? Federal regulations Other calls for accountability Evidence-informed planning & decision-making “Learning-centered” focus
• 3.
  What is Assessment of Student Learning? Deciding what we want our students to learn Making sure they learn it! -- Jane Wolfson, Director, Environmental Science & Studies Program, Towson University
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  The Teaching-Learning-Assessment Cycle1. Learning Goals 4. Using Results 2. Learning Opportunities 3. Assessment
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  Student-Level Assessment Assesses individual students on course-level goals Tests & assignments, summarized into a grade Generally in isolation
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  Course-Level Assessment Assesses students as a whole on course-level goals Tests and assignments, with item scores aggregated across students For multi-section courses, also aggregated across sections In isolation or collaboratively
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  Program-Level Assessment Assesses students as a whole on program-level goals Tests and assignments in capstones and other key courses Field experience supervisor evaluations Portfolios Published tests Surveys, interviews, etc. Collaboratively
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  General Education AssessmentAssesses students as a whole on general education goals Tests and assignments in key courses Portfolios Published tests Surveys, interviews, etc. Collaboratively
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  Institutional-Level Assessment Assesses students as a whole on institutional-level goals Tests and assignments in key courses and co-curricular activities Portfolios Published tests Surveys, interviews, etc. Collaboratively
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  Learning Goals: WhyAre You Here? What do you need to learn in this session? Why? What do you want to be prepared to do when you get “back home”? How do you want to use what you’ll learn “back home”?
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  Clarify assessment levelsto adjuncts and give them more information. Assess effectively. Make sure student success goals align with CMC institutional goals. Improve student skills Meet employers’ needs. Explain to students why they have to participate in assessments. Choose the best outcomes.
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  What is aGood Learning Goal? Outcomes – what graduates should be able to do Clear – no fuzzy terms Demonstrate (how?), critical thinking, communication skills Observable –what grads should be able to DO Action words Understand, appreciate Skills and/or attitudes/values Important - meet student/employer needs
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  Course or ProgramParallels: Why Are Your Students in Your Course or Program? What do they need to learn in your course or program? Why? What do they need to be prepared to DO after they graduate? How do they need to USE what they’ll learn after they graduate?
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  Moving Ahead
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  Five Stages ofAssessment (from Elisabeth Kubler-Ross) Denial Anger Bargaining Depression Acceptance [Panic!!!]
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  Are We Minimizingthe Burden of Assessment? Focus on just 3-6 goals per course, program, gen ed requirement 17 CMC signature learning outcomes? Start with what you have Quick & easy assessment tools Flexible No unnecessary rules Assessment is a perpetual work in progress
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  How Do CollegeLeaders Promote & Facilitate Assessment? Help faculty find time. Professional development opportunities Technical support Value work on assessment Freedom to fail Use assessment results to inform important decisions.
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  What About Adjuncts?Provide common core materials Core syllabi Core learning goals Core assignments/tests Require assessment participation in contract Invite to professional development Appoint faculty mentors/coordinators for adjunct-heavy courses/programs
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  Bottom Line onMoving Ahead Keep assessment useful… and used. Tie assessments to important goals Keep things simple. Keep doing something everywhere, every year