Assessment TaskforceAssessment TaskforceUpdateUpdate

College CouncilCollege Council

November 6, 2009November 6, 2009

Assessment is . . .Assessment is . . . "the systematic collection of information about student "the systematic collection of information about student

learning . . . in order to inform decisions about how to improve learning . . . in order to inform decisions about how to improve learning" (Walvoord 2004). learning" (Walvoord 2004).

A larger philosophy that leads to continuous improvement in A larger philosophy that leads to continuous improvement in all areas of an institution.all areas of an institution.

Flexible, according to needs, interests, and priorities.Flexible, according to needs, interests, and priorities.

Assessment: it’s happening!Assessment: it’s happening! Assessment is all about Assessment is all about

improving student learning.improving student learning. CCC must do it to maintain CCC must do it to maintain

accreditation.accreditation. Assessment is a part of a Assessment is a part of a

continuous improvement continuous improvement process.process.

In the long term, it will In the long term, it will improve teaching and improve teaching and learning.learning.

Assessment is worth doing Assessment is worth doing because…because…

Provides different information than grades do.Provides different information than grades do. Makes it easier to see what works and what doesn’t.Makes it easier to see what works and what doesn’t. Helps faculty and the college target specific improvements.Helps faculty and the college target specific improvements. Encourages collaboration between departments.Encourages collaboration between departments. Gives a picture of students’ integrated learning at CCC.Gives a picture of students’ integrated learning at CCC.

CCC’s 2006 Accreditation CCC’s 2006 Accreditation “recommended” assessment “recommended” assessment

“While noting that assessment is conducted at the course level, the [Accreditation] Committee did not find evidence that student learning outcomes are identified, published and assessed for transfer degrees. The Committee recommends the College identifies, publish, and systematically assess the expected learning outcomes for its transfer degrees.”

(Eligibility Requirement 12, Commission Policy 2.2, Standard 2.B.2)

In response, we developed an In response, we developed an assessment program assessment program

2007/08 2007/08 General Education outcomes written.General Education outcomes written. General Education outcomes published in the catalog.General Education outcomes published in the catalog.

2008/092008/09 All courses mapped to the outcomes.All courses mapped to the outcomes. Online assessment tracking tool developed with ITS and Online assessment tracking tool developed with ITS and

piloted in 50-60 class sections.piloted in 50-60 class sections. 2009/102009/10

Assessment tool will be implemented for all classes that Assessment tool will be implemented for all classes that map to the general education outcomes.map to the general education outcomes.

Moving toward a culture of assessment.Moving toward a culture of assessment.

1. OUTCOME: Writing

2. OUTCOME: Speech and Communications

3. OUTCOME: Mathematics

4. OUTCOME: Humanities, Arts and Letters

5. OUTCOME: Social Sciences

6. OUTCOME: Science

7. AAOT EMBEDDED FOUNDATIONAL CONTENT:

A. Demonstrate information literacy and critical analytical activity.B. Demonstrate an awareness of culture and community issues, values,

resources and diversity.C. Express growing awareness of physical activity as part of a healthy

lifestyle.8. ASOT OUTCOMES:

A. Understand and apply micro- and macroeconomic theories and models to individual, group, and societal behavior and choices.

B. Recognize and apply business statistical methods and explain how they affect business decision making.

C. Prepare letters, reports and memos related to business topics using technology.

General Education Outcomes General Education Outcomes MappingMapping

1. OUTCOME: Writing

A. Write fluently and appropriately for a variety of audiences, situations, and academic disciplines.

B. Revise effectively.C. Use technology to prepare manuscripts and pursue research.D. Respond to and defend positions on complex ideas, issues, and texts, using

sources effectively and ethically.2. OUTCOME: Speech and Communications

A. Use knowledge of various influences on the communication process to create and interpret messages.

B. Organize and deliver effective verbal and nonverbal messages.3. OUTCOME: Mathematics

A. Use college level mathematics to analyze and solve problems.B. Recognize mathematics applications and apply appropriate techniques to

arrive at solutions.C. Accurately interpret and communicate results.

The Assessment Tracking ToolThe Assessment Tracking Tool

It’s an interactive formIt’s an interactive form It asks faculty to assess any It asks faculty to assess any

G.E. Outcomes that have been G.E. Outcomes that have been mapped to their class.mapped to their class.

It’s available from Nov. 23 to It’s available from Nov. 23 to two weeks after grades are due.two weeks after grades are due.

Using the Using the Assessment Assessment Tracking ToolTracking Tool

This is an ongoing, This is an ongoing, campus-wide effort!campus-wide effort!

Some of the many who have helped so far:Some of the many who have helped so far: FacultyFaculty Assessment Task ForceAssessment Task Force Instructional Technology ServicesInstructional Technology Services Curriculum CommitteeCurriculum Committee ISP CommitteeISP Committee Deans’ assistants Deans’ assistants Department secretariesDepartment secretaries

This fall, we are beginning to assess This fall, we are beginning to assess our outcomes and use the resultsour outcomes and use the results

Fall 2009Fall 2009 Each faculty member will access and learn to use the assessment Each faculty member will access and learn to use the assessment

tracking tool.tracking tool. Faculty can use the tool to report assessments from one or more classes.Faculty can use the tool to report assessments from one or more classes.

Winter 2010Winter 2010 Faculty will track assessment for all classes using the tracking tool.Faculty will track assessment for all classes using the tracking tool. Faculty will begin to incorporate general education outcomes Faculty will begin to incorporate general education outcomes

assessment into class design.assessment into class design.

Spring 2010Spring 2010 Faculty will continue to report on assessment.Faculty will continue to report on assessment. Begin analyzing assessment data at the class and degree levels.Begin analyzing assessment data at the class and degree levels.

CCC’s Long-term Assessment GoalsCCC’s Long-term Assessment Goals

Build a culture of continuous improvementBuild a culture of continuous improvement Support instructionSupport instruction Focus on learningFocus on learning

Questions?Questions?