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SJC Assessment of Common Student Learning Outcomes (CSLOs) Assessment Committee

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Page 1: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

SJC Assessment of Common Student Learning Outcomes (CSLOs)

Assessment Committee

Page 2: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

Communicate what we Think about Assessment.

Learn to Integrate assessment into our

teaching practice and Act on it toward continuous

improvement.

Assessment Committee Mission Statement:

Page 3: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

Institutional - Level

Program - Level

Course - Level

Common Student Learning Outcomes

AQIP Systems PortfolioAdministrative Support Academy

Expectations

Outreach CTX

Conversations

Inventory

Page 4: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

CSLO Assessment Procedure Indentify courses for assessment of each CSLO Select courses with enrollment of over 5 students with 45+ credits Randomly order selected courses Randomly sample students with 45+ credits in those courses to attain

a 10% sample size Request artifacts from courses Student names, instructor names are kept confidential School administrative assistants pull and copy sampled student work

and submit to Assessment Committee and returns all artifacts to instructor

Committee meets to do a consensus assessment using rubrics Committee consists of representatives and content experts from each

school Results are compiled, analyzed and shared with college community Copied artifacts are destroyed This procedure is constantly under review as part of the analysis

Page 5: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

Spring 2009 Artifact Assessment• Courses chosen throughout schools that lend themselves to

the CSLO “THINK” and “LEARN”• Courses and students randomly sorted• Instructors notified by school representatives• School admins given instructions and names of students• Admins collect and copy student artifacts• ___ courses identified, ___ courses sampled, ___ students

identified• Assessment Committee with school representatives meet on

May 18th for three hours, and again on June 1st for three hours• Some sample sets were unable to be assessed due to errors in

collection and sampling but still may be useable• 21 THINK artifacts, 26 LEARN artifacts

Page 6: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

Assessment ResultsTHINK

Proficient: 7Adequate: 6Developing: 5Unsatisfactory: 0Unable to

determine: 3

LEARNProficient: 9Adequate: 9Developing: 5Unsatisfactory: 0Unable to

determine: 3

Page 7: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

Plans for future CSLO AssessmentDetermine courses applicable for each CSLORefine collection processTraining with School admins for the collection processOngoing collection of artifacts throughout Fall and

Spring semestersGoal of 50 artifacts per CSLO for the 2009-2010 school

yearAssess artifacts in summer of 2010Analyze resultsContinue to modify assessment process“norm” rubric assessment processVisit schools/departments to discuss CSLO assessment

Page 8: Assessment Committee. Communicate what we Think about Assessment. Learn to Integrate assessment into our teaching practice and Act on it toward continuous

Questions we still haveDo we want to give feedback to programs?

Faculty (at their request)? In what form?How can we maintain anonymity for students

and instructors?How will we assess large groups of artifacts?

What are the logistics?What kinds of recommendations to we

foresee as we analyze artifacts in an institutional manner?

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