!# Chaffey College Outcomes and Assessment Committee · Outcomes and Assessment Monitoring Report...

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!Marie Boyd Curriculum Chair and SLO Facilitator Angela Burk-Herrick Professor of Biology and SLO Facilitator

!Laura Hope Dean, Instructional Support and Interim Dean, Library Resources !

2015-2016

!"#Chaffey College Outcomes and Assessment Committee

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Outcomes and Assessment Monitoring Report 2015-2016 !

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Abstract This monitoring report highlights progress along Chaffey’s Pathway to Proficiency from 2011 to 2015. Specifically, this report compares 2011-12 and 2015-16 course and program level SLO assessment activity for Instructional Programs and Student Services at Chaffey College. The following elements are included:

I. A brief description of the SLO structure and the process for program and course level SLO assessment.

II. An analysis of SLO “Closing the Loop” activity for instructional programs based on course-level evidence in CurricUNET and facilitator reports for non-instructional programs.

III. An analysis of the evidence of institution-wide SLO proficiency based on Program and Services Review (PSR) SLO page scores.

IV. Conclusions V. Appendices with relevant documents

I. Chaffey College’s SLO Assessment Process Chaffey College utilizes the Nichols Model as a “roadmap” of assessment activities, which fit within the concept of institutional effectiveness. Chaffey College's SLO process, as described in Proficiency: Exceeding Expectations (http://www.chaffey.edu/slo/index.html), consists of the following:

• Creation of an SLO statement that relates to the knowledge, skills and abilities a student is expected to obtain upon successful completion of that course, service, interaction, etc.

• Developing an assessment for the SLO. • Establishing a benchmark or criteria for success. • Collecting the data • Participation in reflective dialoging and actions to improve success, also known as

"closing the loop." College learning outcomes are organized into a hierarchy. Course SLOs are “nested” under program level SLOs, which are nested under institutional level SLOs, also known as Core Competencies. The four broad Core Competencies also serve as the college’s general education program outcomes (see figure below).

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Program SLOs are connected to the Core Competencies via theCore Competency Matrix documents, which are located on the program pages of CurricUNET, the college’s curriculum database management system. Program SLOs are connected to the individual course SLOs via a curriculum map. This, too, is located on the program pages of CurricUNET. Older versions of these SLO documents, as well as older versions of a program’s program review, can be found on the college’s SLO website (www.chaffey.edu/slo). Through the use of these SLO documents, the college can show that all programs and courses speak to communication and information competency, quantitative competency, analytic inquiry skills, ethical reasoning, and the ability to engage diverse perspective. Program SLOs are also published in the college catalog. Course level and institutional level SLO assessment data feed the review of programs and program SLOs. Course SLO assessment schedules are tracked, department by department, on the college’s chronological assessment plans (CAPs). These CAPs represent an individual program’s plan for sustainable, continuous, quality improvement by providing a list of course SLOs to be assessed each semester and help faculty stay on track with their course assessments. The CAPs are Excel spreadsheets and they are located, along with other SLO documentation, on the program pages in CurricUNET. Course SLOs are found on course syllabi and the individual course pages in CurricUNET contain the details of course SLO assessments. There is an extensive CurricUNET report entitled “Closing the Loop” which indicates actions faculty have taken to increase student success and overall effectiveness based on SLO assessments. Results of these course assessments are used in the college’s program review process. Course SLO results are discussed at departmental meetings and during the program review process. Best practices regarding course SLOs have been called out during the college’s Convocation and flex sessions. Course SLO results have been used to revise curriculum, revise programs of study, add new curriculum, deactivate curriculum, and alter instruction utilizing a variety of different strategies. II: Programs Closing the Loop Evidence: CurricUNET and Facilitator Reports A Closing the Loop report was obtained from CurricUNET (November, 2015) to determine the courses with SLO assessment evidence and actions taken as a result of the assessment data and accompanying reflective dialogue among faculty (= Closing the Loop). Actions arising from this SLO evidence range from the broad institutional level regarding funding of courses and new faculty hires, to the creation of new courses and altering instruction at the course level. This information was used to calculate the percentage of courses in a program or school that have both evidence of ongoing SLO assessment and “Use of Results” entered into CurricUNET for at least one course SLO. To illustrate the level of campus-wide improvement, a comparison of 2011-2012 and 2015-2016 SLO percentages reflecting SLO assessment status are represented in the figures and tables on pages 4-13. Similarly, evidence of SLO assessments and use of results for the non-instructional areas of Instructional Support and Student Services was reported by program facilitators and is shown on page 14. Student Services: programs participate in an annual Poster Symposium to showcase SLO activities that have led to program improvements and the development of innovative practices. NOTE: Percentages include all active courses activated before January 2013 (newer courses were excluded). However, percentages are not adjusted for active courses that have never been offered or have not been offered recently, which explains low percentages in certain programs.


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Figure 1. Overall School SLO Course Level Assessment Status

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Figure 2. Course SLO Assessment Status in Business and Applied Technology Programs

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Figure 3. Course SLO Assessment Status in Health Science Programs

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Figure 4. Course SLO Assessment Status in Language Arts Programs

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Figure 5. Course SLO Assessment Status in Kinesiology and Nutrition Programs

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Figure 6. Course SLO Assessment Status in Math and Science Programs

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Figure 7. Course SLO Assessment Status in Social and Behavioral Sciences Programs !

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Figure 8. Course SLO Assessment Status in Visual and Performing Arts Programs !!!

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Figure 9. Course SLO Assessment Status in Chino Campus Programs: Fashion, HOTFS, and Interior Design

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Figure 10. Course SLO Assessment Status in School of Counseling, Matriculation, & Student Services Instructional Programs

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Figure 11. Student Services Program Participation in SLO Poster Symposiums

*Programs participating in SLO Poster Symposiums: Admissions and Records, CalWorks, Career Services, Counseling, EOPS, Financial Aid, Health Services, International Students, Opening Doors, Puente, Transfer Center; Program not yet participating: GPS.

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Figure 11. School of Instructional Support and Library Services

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Summary of Closing the Loop Activity for Instructional and Non-instructional Programs Instructional Programs All Schools containing instructional programs have 73% or greater number of courses that have “Closed the Loop,” and each School has shown improvement in the last four years (see Figure 1 and highlights below): • School of Business and Applied Technology: shows an overall 46% increase in courses for

which they have closed the loop since 2011-2012. All Business and Applied Technology programs have closed the loop for at least 77% of their courses (eight have 100%; Figure 2).

• Health Science Programs: All courses have closed the loop for at least one SLO, representing an overall increase of 52% compared to 2011-2012 (Figure 3).

• Language Arts: shown dramatic improvement with 55% more classes having evidence of closing the loop and five of the eight programs have closed the loop in 100% of their courses (Figure 4).

• Kinesiology and Nutrition: dramatic increase in their percentage of courses with loops closed. Both are at 100%; Nutrition and Foods courses are up 78% and Kinesiology are up 93% since 2011-2012.

• Math and Science: all programs have at least 78% (eight of eleven have >90%) of their courses for which they have closed the loop (Figure 5).

• Social and Behavioral Sciences: seven programs have closed the loop in 100% of their courses and overall, SBS has improved their loop closure by 37 percentage points since 2011-2012. The Honor’s program is in the process of creating new SLOs and designing assessments that will be more effective at capturing student outcomes and so does not have current assessment data available.

• Visual and Performing Arts: all programs have at least 73% of their courses with closed loops. This school increased their average percentage from 29% in 2011-2012 to 93% in 2015-2016 (Figure 8).

• Chino Campus Programs (no 2011-2012 data available): Hospitality Management, Fashion Design and Merchandising, and Interior Design have 100% of their courses with closed loops for at least one SLO (Figure 9).

• Counseling, Matriculation and Student Services: Counseling and Guidance courses have closed the loop in 80% of their courses (up from 42%) and 70% of DPS courses have evidence of closing the loop (up from 45%)(Figure 10).

Non-instructional Student Services • Student Services: programs participate in an annual Poster Symposium to showcase SLO

activities that have led to program improvements and the development of innovative practices. These programs include Admissions and Records, CalWorks, Career Services,


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Counseling, EOPS, Financial Aid, Health Services, International Students, Opening Doors, Puente, Transfer Center, and GPS. Only GPS (a new program) has not yet participated in the Poster Symposiums (Figure 11). Student Services is to be commended for collaborating with Institutional Research in the development of the Poster Symposium that brings students, staff, faculty, and administrators together to discuss learning outcomes.

• Instructional Support Programs: improved their average levels of assessment and "closing the loop" by 26 percentage points. In fact all Success Centers and the Library are currently assessing 100% of their SLOs and using the results to improve their programs (Figure 12).

III. Institution-Wide Program And Services Review SLO Data

In addition to course level assessments, program learning outcomes are reviewed and evaluated through the college program and service review process (PSR), in which a program’s course SLO assessment data, as well as enrollment data and curriculum trends, are combined to evaluate the health of the program as well as to evaluate budgeting requests. Since the inception of the Student Learning Outcomes discussion, ACCJC has defined the ultimate goal of all colleges as proficiency:

• Student outcomes and authentic assessments are in place for courses, programs, and support services, certificates, and degrees

• 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

• Appropriate 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.

In 2013, the Outcomes and Assessment committee created SLO rubrics to score programs completing their PSR cycle that address components of the College’s SLO cycle, including the Chronological Assessment Plan (CAP), Curriculum Maps (that aligns course learning outcomes with degree and certificate learning outcomes), and the Core Competency Matrix (that aligns program learning outcomes with Core Competencies. A sample of the rubrics for instructional and non-instructional programs can be found in Appendices A and B. In December 2015, IR conducted a longitudinal analysis of PSR SLO rubric scores for the OAC (Appendix C). The OAC rubrics used in each year of the last 3-year PSR cycle (2013-14, 2014-15, and 2015-16) were fairly comparable and so changes in the percentage of total points earned were used to analyze aggregated program-level SLO implementation.


! NL!

The figure below, an excerpt from the IR research brief (Appendix C, Figure 1), illustrates how SLO implementation has increased since 2013-14. Instructional programs have seen a 15.6% improvement in and Student Services programs have improved by 38.4%.

Additional information from the IR Research brief, such as performance on specific components of the rubric (e.g. Core Competencies Matrix, CAP) as well as individual program scores on PSR SLO rubrics are used by the OAC in planning professional development activities and outreach to individual programs.

IV. Conclusions

The essential aspects of identifying learning outcomes, designating goals or benchmarks, assessing learning, and acting on the assessments, rest with the faculty. As the data show, Chaffey College has made a tremendous leap forward in our progress toward SLO proficiency since 2011-2012. Faculty are more engaged in student success and the college’s completion agenda as a result of their SLO activities, participation in the planning process, and program review. This evolving process has created authentic dialogue at all levels regarding planning, budgeting, and ultimately, institutional effectiveness. Student learning outcomes and assessments are ongoing, systematic and used for continuous quality improvement. Dialogue about student learning is ongoing, pervasive and robust. Evaluation of the student learning outcomes processes is ongoing and occurs at many different levels. Evaluation and fine-tuning of organizational structures to support student learning and student success is ongoing. Student learning improvement is a visible priority in all practices and structures across the college.

Outcom

es and Assessm

ent Monitoring R

eport 2015-2016 !!

"#!

V. A

ppendix A: PSR

SLO

Rubric for Instructional Program

s (2015-16) PR

OG

RA

M N

AM

E: SC

OR

E C

OM

MEN

TS R

ecord points in score column

!!!

PRO

GR

AM

SLOs (1 pt)

!!!

Are there 3-5 Program SLO

s? (1 pt.) !!

!

!!!

CU

RR

ICU

LUM

MA

P (1 pt.) !!

!Is there a C

urriculum M

ap? (.5 pt) !!

!D

oes it contain the same S

LOs? (.5 pt)

!!!

!!

!C

OR

E CO

MPETEN

CY M

ATR

IX (1 pt) !!

!Is there a M

atrix attached to the SLO page in PSR

? (.5 pt) !!

!D


LOs listed on the P

SR SLO

page? (.5 pt) !!

!!!

!!!

CH

RO

NO

LOG

ICA

L ASSESSM

ENT PLA

N (C

AP) (2 pts)

!!!

Is there a CA

P attached to the SLO page in P

SR? (.5 pt)

!!!

Does C

AP include an assessm

ent schedule for 6 future semesters (until Fall 2017)? (.5 pt)

!!!

Does C

AP indicate w

hich course SLO

will be assessed each sem

ester? (.5pt) !!

!Is the type of assessm

ent indicated for each course SLO

on the CA

P? (.5 pt) !!

!

!!!

CLO

SING

THE LO

OP (5PTS)

!!!

SUM

MAR

Y OF R

ESU

LTS Box 10 on the CurricU

NET (curriculum

) SLO page: is the data

box # 10 and/or 12 (for DE courses) filled in w

ith data from at least 2 rounds of S

LO

assessment? O

ne round of assessment = 1 pt.; 2 rounds of assessm

ent = 2 pts.(2 pts) !!

!

USE

OF R

ESU

LTS: Is the loop closed in a meaningful w

ay or does the concluding statem

ent indicate faculty are satisfied with results and nothing else? (3 pts)

!!!

!!!!

!TO

TAL N

UM

ERIC

AL SC

OR

E: !!

!!"#

$%&'()*(%+,)-*')+(%+./*%-01(,/2)'%*2",(%+"%)%3456%*2",(3%)-7%(-+(,%+.)+%8/-)'%-01

9(,%"-%+.(%6(:/(#

%;()1%501

1),<%4)=(>%

!!!

456%52",(%;,)-*')+/"-?%@ABCAA%D%EF%GABH@%D%IF%JABJ@%D%CF%9('"#%K@%D%A%

%%%

Outcom

es and Assessm

ent Monitoring R

eport 2015-2016 !!

"$!

Appendix B

: PSR SL

O R

ubric for Student Services Programs (2015-16)

PRO

GR

AM

NA

ME:

SCO

RE

CO

MM

ENTS

Record points in score colum

n. !!

!PR

OG

RA

M SLO

s (2 pts) !!

!Are there 3-5 Program

SLOs? (1 pt)

!!!

Are these program SLO

s adequate? (.5pt.) and can they be reasonably measured? (.5 pt)

!!!

!!

!C

OR

E CO

MPETEN

CY M

ATR

IX ( 1 pt) !!

!Is there a M

atrix attached to the SLO page in PSR

? (.5 pt) !!

!D


LOs listed on the P

SR SLO

page? (.5 pt) !!

!!!

!!!

CH

RO

NO

LOG

ICA

L ASSESSM

ENT PLA

N (C

AP) (2 pts)

!!!

Is there a CA

P attached to the SLO page in P

SR? (.5 pt)

!!!

Does C

AP include an assessm

ent schedule for 6 future semesters U

ntil Fall 2017)? (.5 pt) !!

!

Does C

AP indicate w

hich program SLO

will be assessed each sem

ester? (.5 pt) !!

!Is the type of assessm

ent indicated for each course SLO

? (.5 pt) !!

!

!!!

CLO

SING

THE LO

OP: B

oxes 3 & 4 on the PSR

SLO Page (5 pts)

!!!

BO

X 3: Does B

ox 3 (How

and when has your service review

ed or revised SLO

's and/or A

UO

's?). One round of assessm

ent = 1 pt.; 2 rounds of assessment = 2 pts.

!!!

Box 4: D

oes Box 4 (How

has your program utilized S

LO/A

UO

assessment results for

program im

provement?) on the PS

R S

LO page contain specific, concrete action(s) (1 pt)

which have been im

plemented (2 pts)

!!

!

TOTA

L NU

MER

ICA

L SCO

RE:

!!!

!"#

$%&'()*(%+,)-*')+(%+./*%-01(,/2)'%*2",(%+"%)%3456%*2",(3%)-7%(-+(,%+.)+%8/-)'%-01

9(,%"-%+.(%6(:/(#

%;()1%501

1),<%4)=(>%

!!!

PSR Score Translation: 90-100 = 3; 70-89 = 2; 60-69 = 1; below

59 = 0 !!

!

!

! %&!

Appendix C: IR Research Brief (December 2015) !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"#$#%&#'!()*+!

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!# Chaffey College Outcomes and Assessment Committee · Outcomes and Assessment Monitoring Report...

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