Linkages:

Making the Pieces Fit!

Don J. LindMarla G. Larimore

Learning Assessment CoordinatorsCoffeyville Community CollegeCoffeyville, Kansas

Opening the

Puzzle Box

Assumptions:

• Your college has a viable assessment program already in operation.

• Your institution has produced clearly stated institutional, program, and course outcomes.

Facts:

• A monitoring component which looks at student learning is included in:

– Institutional Strategic Plans

– Program Reviews

• This information comes from linkages from each program to its course outcomes.

A ‘Daunting’ Task

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 Math105

1 2 6 7 8 Math115

1 4 5 7 8 Math106

1 2 3 4 5 Engl 101

2 4 5 6 7 Engl 102

2 3 5 8 9 Engl 190

1 2 3 4 5 Engl 202

1 2 3 4 Psyc101

1 2 3 4 5 Soci 101

1 2 4 6 7 Facs107

1 2 3 4 Geog120

1 2 3 4 5 6 7 8 9 1 2 3 4 1 2 3 4 5 6

Key ‘Pieces’

• Faculty

• Assessment Coordinators

• Reports

Key Key PiecesPieces

FacultyFaculty

Assessment

Assessment

Coordinators

Coordinators

Reports

Reports

Faculty ‘Pieces’

Link Program to Institution

Classes to Program

Learner OutcomesLimited

KnowledgeSome

KnowledgeConsiderableKnowledge

HighKnowledge

MasteryKnowledge

1 2 3 4 5

1. Recognize and use several modes of composition.

2. Recognize that making good use of time is vital in being successful.

3. Increase skills both in thinking logically and in writing effectively.

4. Benefit from individualized evaluation of each paper.

5. Increase awareness of the development of personal vocabulary.

6. Demonstrate the ability to read with comprehension.

Decide Method of Testing Rubric?Rubric?

Pre/Post Test?Pre/Post Test?

1. Write in lowest terms: 35b3c2

10a3b9

Mapping Ex: Intermediate Algebra(outcomes mapped to a test with 30 questions)

Add, subtract, multiply, & divide signed numbers.

Solve equations & inequalities

Add, subtract, multiply, & divide polynomial expressions

Factor polynomial expressions

Simplify & solve rational expressions & equations

Simplify & solve radical expressions & equations

Solve quadratic equations & inequalities

Graph linear & quadratic equations & inequalities

Maps back to: ?’s 1,2,3,& 4

?’s 21 & 24

?’s 7,8,9,10,11, & 12

?’s 13,14, & 15

?’s 5,6,16,22, & 23

?’s 17,18,19, 20, & 26

?’s 25 & 27

?’s 28,29, & 30

Report Assessment Data

Reporting TypesEnter Data By Rubric

By Percent

Or By Count

Template Summary Sheet for Faculty

Email Templates

Templates Include Help Page

Assessment Coordinator’s ‘Pieces’

Create “Links” Template for Each

Program

Enter the ‘Links’

Put “X’s” where Course

Outcomes link to Program

Outcomes

Number of OutcomesNumber of Students

Trig Data Counts

Course Outcomes 1 &

7

total 15 out o

f 20

chances to support

Program O

utcome 1

Template Data Lines

Copy Row 100 O

ut of

Each Faculty Template

to Dro

p into Tally

Sheet

of the Links Pro

gram

Input Class Data from Faculty

One data

line fro

m

each

faculty

class

template

Reporting ‘Pieces’

Program Report

Consists of

Data from all

Classes

Taught in the

Program

Course Data

Benchmarks

• The Assessment Team (consisting of representatives from faculty, assessment coordinators, and administration) decided to start with a Benchmark of ‘70-70’ for CCC.

• This “two dimensional benchmark” means that 70% of the student body will pass course outcomes at a 70% level.

• Departments have the option to raise their benchmark.

“A standard of excellence, achievement, etc.”

Utilizing “Links” Templates

• This “linking” process allows for rapid change and easy viewing of “What-Ifs”.

• The data connecting course outcomes, program outcomes and even the institutional outcomes can be collapsed and simplified by using the “LINKS” templates created at CCC.

www.coffeyville.eduAssessment webpage

Website

with

Download

Page

You can email us at:

Don Lind donl@coffeyville.eduMarla Larimore marlal@coffeyville.edu

70% Benchmark

80% Benchmark

90% Benchmark