MVC – Outcomes Assessment

FLEX –DayFebruary 8, 2013

Maslow’s Hierarchy of Needs

Self-actualizatio

n

Esteem

Love/Belonging

Safety

Physiological

MVC’s Hierarchy of Assessment

CSQI

Proficiency

Development

Awareness

Continuous, Sustainable Quality Improvement

AwarenessThere is preliminary, investigative dialogue about

student learning outcomes.

There is recognition of existing practices such as course objectives and how they relate to student learning outcomes.

There is exploration of models, definitions, and issues taking place by a few people.

Pilot projects and efforts may be in progress.

The college has discussed whether to define student learning outcomes at the level of some courses or programs or degrees; where to begin.

Development College has established an institutional framework for definition of

student learning outcomes (where to start), how to extend, and timeline.

College has established authentic assessment strategies for assessing student learning outcomes as appropriate to intended course, program, and degree learning outcomes.

Existing organizational structures (e.g., Senate, Curriculum Committee) are supporting strategies for student learning outcomes definition and assessment.

Leadership groups (e.g., Academic Senate and administration), have accepted responsibility for student learning outcomes implementation.

Appropriate resources are being allocated to support student learning outcomes and assessment.

Faculty and staff are fully engaged in student learning outcomes development.

ProficiencyStudent learning outcomes and authentic

assessments are in place for courses, programs, support services, certificates and degrees.

There is widespread institutional dialogue about the results of assessment and identification of gaps.

Decision-making includes dialogue on the results of assessment and is purposefully directed toward aligning institution-wide practices to support and improve student learning.

Do you agree?Student learning outcomes and authentic

assessments are in place for courses, programs, support services, certificates and

degrees.

1 2 3

69%

14%18%

1.Yes2.No3.Unsure

Do you agree?There is widespread institutional dialogue

about the results of assessment and identification of gaps.

1 2 3

47%

12%

41%1.Yes2.No3.Unsure

Do you agree?Decision-making includes dialogue on the results of assessment and is purposefully directed toward aligning institution-wide practices to support and improve student

learning.

1 2 3

35%

25%

40%

1.Yes2.No3.Unsure

ProficiencyAppropriate resources continue to be allocated

and fine-tuned.

Comprehensive assessment reports exist and are completed and updated on a regular basis.

Course student learning outcomes are aligned with degree student learning outcomes.

Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

Do you agree?Appropriate resources continue to

be allocated and fine-tuned.

1 2 3

31%

22%

47%1.Yes2.No3.Unsure

Do you agree?Comprehensive assessment

reports exist and are completed and updated on a

regular basis.

1 2 3

59%

22%20%

1.Yes2.No3.Unsure

Do you agree?Course student learning

outcomes are aligned with degree student learning

outcomes.

1 2 3

60%

32%

9%

1.Yes2.No3.Unsure

Do you agree?Students demonstrate awareness of goals and purposes of courses and

programs in which they are enrolled.

1 2 3

36%

19%

45%

1.Yes2.No3.Unsure

Continuous, Sustainable Quality Improvement

Student learning outcomes and assessment are ongoing, systematic and used for continuous quality improvement.

Dialogue about student learning is ongoing, pervasive and robust.

Evaluation of student learning outcomes processes.

Evaluation and fine-tuning of organizational structures to support student learning is ongoing.

Student learning improvement is a visible priority in all practices and structures across the college.

Learning outcomes are specifically linked to program reviews.

Do you agree?Student learning outcomes and

assessment are ongoing, systematic and used for

continuous quality improvement.

1 2 3

67%

13%20%

1.Yes2.No3.Unsure

Do you agree?Dialogue about student learning is ongoing, pervasive and robust.

1 2 3

74%

9%17%

1.Yes2.No3.Unsure

Do you agree?Evaluation of student learning

outcomes processes.

1 2 3

86%

7%7%

1.Yes2.No3.Unsure

Do you agree?Evaluation and fine-tuning of organizational structures to support student learning is

ongoing.

1 2 3

80%

7%14%

1.Yes2.No3.Unsure

Do you agree?Student learning improvement

is a visible priority in all practices and structures

across the college.

1 2 3

77%

11%13%

1.Yes2.No3.Unsure

Do you agree?Learning outcomes are

specifically linked to program reviews.

1 2 3

73%

13%15%

1.Yes2.No3.Unsure

MVC’s Hierarchy of AssessmentP

roficiency

Development

Awareness

Where Are We?

1 2 3 4

2%

39%37%

22%

1.Awareness2.Development3.Proficiency4.Continuous,

Sustainable Self-Improvement

What Do We Need To Achieve Continuous Sustainable Quality

Improvement?

What do we need for our evidence file?

Department meeting minutes that have assessment related discussions documented

Assessment overviews and plans for your discipline