ASSESSMENT WORKSHOP2009-2010 Cycle, 2010-2011 Cycle

Del Mar CollegeDr. Irma WoodsRise’ E. Knight

April 2010

2009-2010 Assessment Reports

Assessment Reports = SACS DocumentationFindingsAction PlansAnalysisAnnual Report

Reports demonstrate our institution is effectively accomplishing our mission.

SACS REQUIREMENT

Del Mar College submits Academic Detailed Assessment Reports as supporting documentation for compliance with SACS Core Requirement 2.5 and Comprehensive Standard 3.3.1.

SACS Core Requirement 2.5

• The institution engages in ongoing, integrated and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission.(Institutional Effectiveness)

SACS Comprehensive Standard 3.3.1

• The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

2009-10 CycleFINDINGS

Findings are the results(data) from the measures used to assess student learning outcomes or program objectives.

The findings indicate the level of student success in achieving the student learning outcomes or level of the program success in achieving the program objectives.

A quantitative finding must be entered for each measure.

The actual percentage(%) or numbers should be reported in findings. If possible, the sample size (the “n”) should be reported as well.

What to do……

• Target: 80% of students writing a formal report will receive an overall rubric score of 70% or greater.

• Findings: 85% of students (17/20) scored 70% or greater on the formal reports rubric.

or• Findings: 75%of students (15/20) scored 70%

or greater on the formal reports rubric.

Good Example – Measure, Target, & Findings

Measure 1: Capstone Course Reflective EssayStudents shall submit, as part of the Senior Capstone Course Portfolio,

a reflective essay evidencing knowledge and significance of the historical development, evolution and structure of contemporary systems. Students should include an explanation of how the portfolio materials contributed to the synthesis and analysis of their foundational knowledge. The essay will be graded on logic, structure, knowledge and persuasiveness (25%for each component).

Target Performance Level: 80% of the students will achieve an overall essay score of 75 or better on the first attempt.

Findings: 88% of the students (22/25) writing the reflective essay achieved an overall essay score of 75 or better on the first attempt.

What not to do….

Target: 80% will receive an overall rubric score of 70% or better.

Findings: 80% of students scored 70% or greater on the formal reports rubric.

orFindings: Less that 80% of students scored 70% or

greater on the formal reports rubric.or

Findings: More than 80% of students scored 70% or greater on the formal reports rubric.

ACTION PLANSAn action plan needs to be developed for each

measure, even if the achievement target was met.

The action plan is developed at the end of the academic year cycle and implemented the following academic year cycle.

Action Plans are the description of what actions will be taken to address findings (results) identified through the assessment of student learning outcomes or program objectives.

TRACKING

• 2009-10 Action Plans will be found in 2010-2011 Assessment Reports as “Tracking”.

• Indicate the status of each as Current, Finished, On-hold, or Terminated.

• Enter a comment regarding each Action “Close the Loop” Documentation of improvement over time

Action Tracking Example• 2009-10 Assessment Report Action Plan LIBRARY TOUR: Encourage student to take the

library tour – offer extra credit

2010-11 Assessment Report Action Tracking Status: Current Comment: Implemented extra credit for Library

tour. Students completed a survey. Results are being analyzed and we are considering making the tour mandatory.

ANALYSIS

Proven Strengths and Progress on OutcomesCollege–wide “ Progress on Outcomes” report.Supporting documentation for compliance with

SACS Comprehensive Standard 3.3.1.

Outcomes Requiring Continued Attention

GOOD EXAMPLE – Analysis: Strength and Progress

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/ objectives?

• Major strengths indicated through the assessments show that teamwork a major objective of the program and an attribute highly desired by industry employers, continues to reach a level of excellence as assessed through peer evaluations and exit survey data. Public and industry support for the program remain high as assessed by scholarship contributions and funds generated by a student-managed public event. The more recent emphasis on technology and website development was determined to be successfully implemented based on pre-and post-test scores, and self report by students enrolled in relevant courses

GOOD EXAMPLE – Analysis: Strength and Progress

What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

• Major strengths indicated through the assessments show that teamwork, a major objective of the program and an attribute highly desired by industry employers, continues to reach a level of excellence as assessed through peer evaluations and exit survey data. Public and industry support for the program remain high as assessed by scholarship contributions and funds generated by a student-managed public event. The more recent emphasis on technology and website development was determined to be successfully implemented based upon pre-and post-test scores, and self report by students enrolled in relevant courses

GOOD EXAMPLE - Analysis:Continued Attention (cont.)

(…Assessment scores indicate students are not meeting the minimum desirable target values on research, documentation and oral delivery of materials need to support outcome 1. Addressing this discrepancy will require investigation into prerequisite courses in the u core prior to making any content specific changes in the program.

ANNUAL REPORT

• Used by Deans and the Provost to analyze and assess the year and to write their Annual Reports

• Becomes the history of Del Mar Colleges’ academic accomplishments for academic year 2009-2010.

• Annual Report should communicate what you want everyone to know about your program.

GOOD EXAMPLE – Executive Summary

• The paralegal program at Del Mar remains strong and healthy. Compared to other programs, the paralegal studies program is relatively small, yet we have over 100 majors. Robert Smith, who was adjunct faculty at Del Mar last year, was made a permanent full-time paralegal faculty member Our faculty all received good student evaluations and many of our students have been accepted to law school (most notably Pepperdine University in California). Our program has recently been notified that its ABA approval has been extended for one year until an on-site visit by the ABA can be made.

GOOD EXAMPLE – Contributions to the Institution

• The Math Zone opened and is offering MAT 099 and MAT 101.

• Regular faculty and adjuncts taught 179 sections of math courses, serving approximately 5300 students.

• • 5 grant proposals funded and 15 other grant proposals submitted.

GOOD EXAMPLE - Highlights

• Interior Design students and faculty sponsored and built a home in collaboration with Habitat for Humanity Operation Home Delivery.

• One student was awarded Best of Show, four students received 1st place awards, and three student were awarded 2nd place in various categories for projects completed this year at the Annual Regional ASID Student Career Day in Little Rock

GOOD EXAMPLE – Teaching Activities

• Student evaluations provided evidence that faculty members are teaching well.

• During the summer there were 33 sections with an enrollment of 636.

• During the fall semester there were 73 sections with an enrollment of 2812.

• During the spring semester there were 73 sections with an enrollment of 1838.

GOOD EXAMPLE – Public/Community Service

• Program involvement in Family Network Partnership ASPIRE Benefit Concert.

• Young People’s Matinee to school-aged children.

• Involvement in Civic Light Opera production. • Multiple dance performances open to the

public each semester.

GOOD EXAMPLE - Challenges

The major challenges are improving ACS test scores, especially in gatekeeper courses like analytical chemistry, developing a workable model for formal laboratory reports across the curriculum, and just tracking the information required for these reports.

2010-11 CYCLEASSESSMENT OVERVIEW

• Assessment of Student Learning can be defined as the systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning.1

• The Three Steps of Assessment 1(WEAVE components italicized) • 1) Articulate your goals for student learning • (Student Learning Outcomes) • 2) Gather evidence about how well students are meeting the goals. • (Measures, Targets, & Findings) • 3) Use the information for improvement • (Analysis, Action Plans, Action Tracking, Annual Report)

ARTICULATE GOALSStudent Learning Outcomes

A Student Learning Outcome is a statement regarding knowledge, skills, and/or traits students should gain or enhance as a result of their engagement in an academic program.

A program does not need to state all possible student learning outcomes, but it should try to articulate those that are fundamental

5 minimum (for 2010-11) Programs reevaluate SLO’s at the beginning of the

assessment cycle. Program faculty should evaluate if existing SLO’s clearly communicate intended learning.

SLO’s should be rotated

GATHER EVIDENCEMeasures and Targets

Check to see that the measure matches the SLO – “apples to apples”

Measures need to clearly identify the content that addresses the student learning outcomes.

An overall course grade is NOT an acceptable direct measure.

Each SLO must have one direct measure, preferably two, or one direct and one indirect.

Targets need to show criteria for success for each student learning outcome.

APPROPRIATE DIRECT MEASURE/TARGET

• Random, anonymous individual papers collected by instructors from the program’s Writing Intensive course are evaluated by blind/cross-reading using departmentally-approved 100-point grading rubric. The grading rubric is comprised of four subheadings; Content, Grammar, Research, and Argument. The Grammar subheading contains criteria for evaluating students’ ability to demonstrate competence in the proper use of Standard English grammar, punctuation, spelling, and usage.

• Target: 80% of the students will score a 20 (out of 25) or higher on the Grammar subheading of the rubric

Not an Appropriate Direct Measure /Target

• Random, anonymous individual papers collected by instructors from the program’s Writing Intensive course are evaluated by blind/cross-reading using departmentally-approved 100-point grading rubric. The grading rubric is comprised of four subheadings; Content, Grammar, Research, and Argument.

• Target: 80% of the students will score a 90 (out of 100) or higher on the rubric.

Appropriate INDIRECT Measure /Target

• Graduating seniors will indicate on an exit survey whether they are satisfied with their acquired knowledge and skills in current and emerging technologies. Satisfaction is rated on a 5-point Likert scale, with 5 as the highest satisfaction.

• Target: 90% of students will be satisfied (rating 4 or 5 on questions #4, #5, & #6) with their knowledge and skills in current and emerging technologies acquired in the program.

• In WEAVE, please describe in detail the measure itself in the “Full Description” text box, without defining the targeted level of achievement. The quantifiable target should only be stated in the Target text box. (Do not duplicate the target.)

NOT an appropriate INDIRECT Measure/Target

• Graduating seniors will evaluate on an exit survey their overall satisfaction with their degree program.

• Target: 90% of students will be satisfied with the program

USE THE INFORMATION FOR IMPROVEMENT

(Analysis, Action Plans, Action Tracking, Annual Report) Assessment Plans and the Action Plans developed in

the Assessment Report will tell what you will do in the future. Assessment contacts need to ensure the program faculty know the program’s action plans, outcomes, and measures and are carrying out and reporting assessment activities throughout the academic year . The entire faculty should be involved in the analysis of the assessment data to recommend changes in curriculum, pedagogy, or other aspects intended to improve student learning. The goal is to keep it simple and to use the assessment process for better decision making.

CALL FOR HELP

Dr. Irma Woodsiwoods@delmar.edu698-1461

Rise’ E Knightrknight1@delmar.edu438-4608698-1102