Assessmentat San Juan College

Presented to theAQIP quality check-up Team

February 1, 2007

by

Andi Penner, chair, assessment committeeand

Lisa Wilson, Dean, School of Humanities

Assessment is the process whereby we systematically collect and analyze information to understand and improve student learning.

Assessment at SJCAssessment at SJC

A context for the conversation to follow:A context for the conversation to follow:

AQIP Criterion 1AQIP Criterion 1 Common Student Learning Outcomes Common Student Learning Outcomes

(CSLOs)(CSLOs) Levels of AssessmentLevels of Assessment ArtifactsArtifacts HLC Assessment AcademyHLC Assessment Academy NM State Task Force on AssessmentNM State Task Force on Assessment

Reviewing the OrbitReviewing the Orbit

oror••bit bit n. n. definition 2definition 2. range or sphere . range or sphere of action.of action.

At SJC, we have long incorporated At SJC, we have long incorporated classroom, course, and program classroom, course, and program assessment of student learning assessment of student learning outcomes into our institutional outcomes into our institutional plan with the goal of improving plan with the goal of improving both teaching and learning. both teaching and learning.

AQIP has helped us focus AQIP has helped us focus Assessment on Student LearningAssessment on Student LearningAQIP Criterion One: AQIP Criterion One: Helping Students Helping Students

LearnLearn

1C1 What common student learning 1C1 What common student learning outcomes do you hold for all students outcomes do you hold for all students (regardless of their status or program of (regardless of their status or program of study), and what pattern of knowledge study), and what pattern of knowledge and skills do you expect them to and skills do you expect them to possess upon completion of their possess upon completion of their general and specialized studies?general and specialized studies?

A Brief History of TimeA Brief History of Time

Responding to AQIP guidelines, a Responding to AQIP guidelines, a workgroup met during summer workgroup met during summer 2003 to draft institutional learning 2003 to draft institutional learning outcomes….outcomes….

In fall 2003, “Meeting of the Minds” In fall 2003, “Meeting of the Minds” attendees made further draft attendees made further draft recommendations….recommendations….

…….cont’d.cont’d

Fall 2003: Quality Student Learning Fall 2003: Quality Student Learning Council and faculty refined the 5 Council and faculty refined the 5 Common Student Learning Outcomes.Common Student Learning Outcomes.

Jan. 2004: President approves Jan. 2004: President approves CSLOs.CSLOs.

Fall 2004: CSLOs included in all Fall 2004: CSLOs included in all course syllabi and part of institutional course syllabi and part of institutional culture.culture.

LearnStudents will actively and independently acquire, apply and adapt skills and knowledge to develop expertise and a broader understanding of the world as lifelong learners.

ThinkStudents will think analytically and creatively to explore ideas, make connections, draw conclusions, and solve problems.

CommunicateStudents will exchange ideas and information with clarity and originality in multiple contexts.

IntegrateStudents will demonstrate proficiency in the use of technologies in the broadest sense related to their field of study.

ActStudents will act purposefully, reflectively, and respectfully in diverse and complex environments.

The World of CSLOsThe World of CSLOsSJC’s 5 Common Student Learning OutcomesSJC’s 5 Common Student Learning Outcomes

Classroom AssessmentClassroom AssessmentEach faculty member seeks to analyze his Each faculty member seeks to analyze his

or her teaching effectiveness, or to or her teaching effectiveness, or to measure student learning of specific measure student learning of specific outcomes in a particular class.outcomes in a particular class.Typical methods include:Typical methods include:

CATs (Classroom Assessment Techniques)CATs (Classroom Assessment Techniques)• One-minute papersOne-minute papers• Muddiest point Muddiest point

Response papers or “one-pagers”Response papers or “one-pagers” QuizzesQuizzes DiscussionsDiscussions Small Group FeedbackSmall Group Feedback

Course AssessmentCourse Assessment

Faculty (often the lead instructors) seek to Faculty (often the lead instructors) seek to measure whether or not students across measure whether or not students across sections of the same course are achieving sections of the same course are achieving the stated outcomes.the stated outcomes.

Typical methods of assessment include:Typical methods of assessment include: Major papers or projectsMajor papers or projects Major speech or demonstrationMajor speech or demonstration Artwork or performanceArtwork or performance Portfolios or examsPortfolios or exams Capstone projectsCapstone projects

Program AssessmentProgram AssessmentChairs, program directors, coordinators, Chairs, program directors, coordinators,

and/or faculty measure whether students and/or faculty measure whether students have achieved the designated program have achieved the designated program outcomes. Outcomes will have been outcomes. Outcomes will have been covered in a number of different courses covered in a number of different courses within the curriculum.within the curriculum. Typical methods of assessment include:Typical methods of assessment include:

Licensure examsLicensure exams Practicum capstone projectsPracticum capstone projects PortfoliosPortfolios Performance or demonstrationPerformance or demonstration

Institutional AssessmentInstitutional AssessmentThe Assessment Committee is charged The Assessment Committee is charged

with measuring student learning across with measuring student learning across disciplines and programs to determine disciplines and programs to determine whether we are ensuring that students whether we are ensuring that students are completing programs, certificates, or are completing programs, certificates, or degrees while demonstrating their ability degrees while demonstrating their ability to Learn, Think, Communicate, Integrate, to Learn, Think, Communicate, Integrate, and Act.and Act.

Should we use a “one-size-fits-all” Should we use a “one-size-fits-all” standardized exit exams or capstone standardized exit exams or capstone courses required of every student?courses required of every student?

Assessing the CSLOsAssessing the CSLOs

CSLO Assessment at the Institutional level could CSLO Assessment at the Institutional level could involve:involve:

Standardized competency exit Standardized competency exit exam for all studentsexam for all students

Capstone project for all studentsCapstone project for all studentsCapstone course required of all Capstone course required of all

studentsstudentsOr, Artifacts….Or, Artifacts….

The Artifact ModelThe Artifact Model

After reviewing the options, the SJC After reviewing the options, the SJC Assessment Committee has selected Assessment Committee has selected the artifact model of institutional the artifact model of institutional assessment.assessment.

Using artifacts for CSLO assessment Using artifacts for CSLO assessment preserves our commitment to student preserves our commitment to student learning by recognizing and valuing learning by recognizing and valuing our institution’s “specific needs and our institution’s “specific needs and circumstances” (Seybert, 2004, p. 9).circumstances” (Seybert, 2004, p. 9).

The definition…The definition…

An Artifact*An Artifact* is any assignment-driven is any assignment-driven student-produced work such as a project, student-produced work such as a project, demonstration, speech, performance, demonstration, speech, performance, examination, or portfolio, that can be examination, or portfolio, that can be assessed to determine student assessed to determine student achievement of one (or more) of the achievement of one (or more) of the CSLOs. It is a flexible approach to CSLOs. It is a flexible approach to institutional-level assessment.institutional-level assessment.

*While the word *While the word artifactartifact conveys different meanings in a variety of academic conveys different meanings in a variety of academic disciplines, it has a specific meaning in the realm of assessment, not to be disciplines, it has a specific meaning in the realm of assessment, not to be confused with other denotations or connotations.confused with other denotations or connotations.

Advantages of the Artifact Model…Advantages of the Artifact Model…The process is “invisible” to students.The process is “invisible” to students.The artifacts are often the same The artifacts are often the same

assignments used for course and/or assignments used for course and/or program assessment.program assessment.

Faculty can “teach to the artifact.”Faculty can “teach to the artifact.”We are measuring what we value: the We are measuring what we value: the

CSLOs.CSLOs.Many other institutions are using this Many other institutions are using this

minimally intrusive model.minimally intrusive model.

And the disadvantages…And the disadvantages…The Artifact Model requires a The Artifact Model requires a

commitment on the part of faculty, commitment on the part of faculty, deans, assessment committee deans, assessment committee members, and institutional members, and institutional researchers to collect and assess researchers to collect and assess artifacts, analyze data, report artifacts, analyze data, report results, and make changes.results, and make changes.

It can be messy because it It can be messy because it involves multidisciplinary involves multidisciplinary responsibility.responsibility.

Yearly Cycle:Yearly Cycle:A work in progressA work in progress

We identify courses from which to select We identify courses from which to select artifacts, perhaps 100 total.artifacts, perhaps 100 total.

Students, nearing program completion, Students, nearing program completion, give permission for us to use their artifacts.give permission for us to use their artifacts.

The Assessment Committee (or faculty The Assessment Committee (or faculty assessment teams) assesses artifacts assessment teams) assesses artifacts using CLSO rubric(s). using CLSO rubric(s).

Results are entirely independent of an Results are entirely independent of an instructor’s grading process.instructor’s grading process.

No Black Hole HereNo Black Hole Here

Results will be reported back to faculty, Results will be reported back to faculty, Deans, & VPL.Deans, & VPL.

Results will Results will notnot be used to evaluate be used to evaluate individual students or faculty members.individual students or faculty members.

Results will influence curriculum, course, Results will influence curriculum, course, and program design.and program design.

Results will demonstrate that we are Results will demonstrate that we are committed to improving student learning.committed to improving student learning.

Current Atmospheric ConditionsCurrent Atmospheric Conditions

The Assessment Committee (AC) has The Assessment Committee (AC) has twice piloted an Artifact Assessment:twice piloted an Artifact Assessment:ENGL 211 Portfolio and “THINK” rubricENGL 211 Portfolio and “THINK” rubricAllAll 5 CSLO rubrics 5 CSLO rubrics and several different and several different

artifacts, with focused discussion on MATH artifacts, with focused discussion on MATH 130.130.

The AC continues to educate the college The AC continues to educate the college community and encourage assessment at community and encourage assessment at all levels.all levels.

The Extended ForecastThe Extended Forecast

Baseline Assessment InventoryBaseline Assessment Inventory LL3 3 Initiative*: “Implement comprehensive Initiative*: “Implement comprehensive

assessment processes to focus on Common assessment processes to focus on Common Student Learning Outcomes.”Student Learning Outcomes.” *SJC Operational Plan 2006-*SJC Operational Plan 2006-

2010.2010.

February 14, 2007 CTX Workshop: We February 14, 2007 CTX Workshop: We LoveLove♥♥ Assessment!. Assessment!.

Refine the college-wide process for collecting, Refine the college-wide process for collecting, analyzing, and reporting Artifact Assessment analyzing, and reporting Artifact Assessment results.results.

On the Horizon: On the Horizon: Assessment AcademyAssessment Academy

Send a team of 5-8 faculty and staff to Send a team of 5-8 faculty and staff to the HLC Academy for Assessment of the HLC Academy for Assessment of Student Learning in June 2006.Student Learning in June 2006.

In preparation, one to two members of In preparation, one to two members of the June cohort will attend an the June cohort will attend an Information and Planning Workshop Information and Planning Workshop in May 2006.in May 2006.

Assessment Academy, cont’dAssessment Academy, cont’d

The Assessment Academy is a 4-year The Assessment Academy is a 4-year sequence of events focused on student sequence of events focused on student learning designed to accelerate and learning designed to accelerate and advance assessment efforts. advance assessment efforts.

Our goal: to create sustainable and Our goal: to create sustainable and useful assessment practices with the useful assessment practices with the help of assessment experts.help of assessment experts.

Planetary Alignment:Planetary Alignment:The New Mexico State Higher Education The New Mexico State Higher Education Department’s Assessment Task ForceDepartment’s Assessment Task Force

Since March 2006, SJC has been Since March 2006, SJC has been represented on the task force.represented on the task force.

Our job is to recommend, to the Our job is to recommend, to the legislature, student learning outcomes legislature, student learning outcomes assessment strategies for the General assessment strategies for the General Education core competencies.Education core competencies.

NM State Assessment Task Force, NM State Assessment Task Force, cont’dcont’d

The HED will not dictate The HED will not dictate howhow institutions do assessment.institutions do assessment.

The institutions want credible, The institutions want credible, authentic, usable data derived authentic, usable data derived from assessment practices that from assessment practices that make sense with our programs.make sense with our programs.

NMHEAR, Feb. 22-23, 2007NMHEAR, Feb. 22-23, 2007

Penner & Wilson on Task Force panel Penner & Wilson on Task Force panel “Finding our Focus: Assessing HED “Finding our Focus: Assessing HED General Education Competencies.”General Education Competencies.”

We will present an overview of SJC’s We will present an overview of SJC’s assessment plan & artifact model.assessment plan & artifact model.

Pale Blue DotsPale Blue Dots

Assessment is crucial to Assessment is crucial to measuring our effectiveness at measuring our effectiveness at Helping Students Learn.Helping Students Learn.

We are committed to classroom, We are committed to classroom, course, program, and institutional course, program, and institutional Assessment that makes sense, Assessment that makes sense, and improves both teaching and and improves both teaching and learning.learning.

From From AAsteroid…. steroid….

Review of challenges:Review of challenges:Developing effective and efficient Developing effective and efficient

processes.processes. Involving more people.Involving more people.Learning from other schools.Learning from other schools.

……to to ZZenithenith

Questions?Questions?Comments?Comments?

ReferenceReference

Seybert, J. ( 2004). How to initiate an assessment Seybert, J. ( 2004). How to initiate an assessment program. In T. W. Banta (Ed.), program. In T. W. Banta (Ed.), Community Community college assessment college assessment (pp. 7-9). San Francisco: (pp. 7-9). San Francisco: Jossey-Bass.Jossey-Bass.