DE ANZA COLLEGE DE ANZA COLLEGE

Instructional Assessment Instructional Assessment PlanningPlanning

By the SLO Leadership team:By the SLO Leadership team:Jim Haynes, SAO CoordinatorJim Haynes, SAO CoordinatorColeen Lee-Wheat, SLO CoordinatorColeen Lee-Wheat, SLO CoordinatorAnu Khanna, Curriculum ChairAnu Khanna, Curriculum ChairJackie Reza, Director of Professional and Jackie Reza, Director of Professional and

Organizational DevelopmentOrganizational DevelopmentAnne Argyriou, Academic Senate PresidentAnne Argyriou, Academic Senate President

ProposalProposal

A plan to integrate A plan to integrate

course assessmentcourse assessment

timelines with the proposed timelines with the proposed

Outcomes Based Program Review Outcomes Based Program Review CalendarCalendar

Institutional AssessmentInstitutional Assessment

The following model has been accepted The following model has been accepted by the ACCJC at other colleges.by the ACCJC at other colleges.

It is simple, efficient, and effective. It is simple, efficient, and effective.

The model centers on student learning The model centers on student learning and promotes excellent pedagogy.and promotes excellent pedagogy.

Assessment GroupsAssessment Groups

This proposal defines five assessment This proposal defines five assessment groups as:groups as:

““Learning Assessment Learning Assessment Spheres”Spheres”

(LAS)(LAS)

Learning Assessment Spheres

Student Student ServicesServices Administrative Administrative

UnitsUnits

General General CurriculumCurriculum VocationalVocational

LibraryLibrary

Instructional Instructional Learning Assessment SpheresLearning Assessment Spheres

General Curriculum:General Curriculum: includes all departments, includes all departments, divisions, programs* that lead to transfer, A.A., A.S. divisions, programs* that lead to transfer, A.A., A.S. degrees; and certificates.degrees; and certificates.

Vocational:Vocational: includes all departments/programs that includes all departments/programs that lead to A.A., A.S. degrees and certificates with a lead to A.A., A.S. degrees and certificates with a vocational emphasisvocational emphasis

*Subgroups within each of these may be defined by *Subgroups within each of these may be defined by current program review groupings. Basic skills is a current program review groupings. Basic skills is a “unique subgroup” within general curriculum because “unique subgroup” within general curriculum because it supports student learning in G.E. and transfer it supports student learning in G.E. and transfer tracks.tracks.

LearningLearning Assessment SpheresAssessment Spheres

Support Support ServicesServices

Administrative Administrative UnitsUnits

VocationalVocational

LibraryLibrary

TransferBasic Skills

General Education

Instructional SLOsInstructional SLOs

Institutional Core Competencies,Institutional Core Competencies,ICCsICCs

will serve as the SLOs for the will serve as the SLOs for the two Instructionaltwo Instructional

Learning Assessment Spheres Learning Assessment Spheres (General Curriculum and Vocational)(General Curriculum and Vocational)

Linking or mapping to the ICC’sLinking or mapping to the ICC’s

This process is simple and efficient.

Faculty use a check list.

Group discussions about teaching andlearning is reported viaan annual update form.

h/o

EXAMPLEEXAMPLE

1) Faculty will identify their course:

PE 002Y, Yoga

2) Faculty will Identify an SLO

SLO: #2 Apply knowledge of basic fitness concepts as they apply to health and

wellness.

3) Faculty will check-off one or more “specific component(s)” of the Institutional Core Competencies that demonstrates student competency by using the chart on the next slide

ICC BreakdownICC Breakdown

ICC 5 ICC 5 (arbitrary numbering)(arbitrary numbering)

PHYSICAL/MENTAL WELLNESS AND PERSONAL RESPONSIBILITYPHYSICAL/MENTAL WELLNESS AND PERSONAL RESPONSIBILITY

5A5A Recognize lifestyles that promote physical and Recognize lifestyles that promote physical and mental well-being,mental well-being,

5B5B Engage in self- reflection and ethical decision-making,Engage in self- reflection and ethical decision-making,

5C5C Explore career choices and life goals,Explore career choices and life goals,

5D5D Practice effective individual and collaborative work habits, Practice effective individual and collaborative work habits,

5E5E Demonstrate a commitment to ongoing learningDemonstrate a commitment to ongoing learning

For mapping purposes, the ICC was broken down into outline form For mapping purposes, the ICC was broken down into outline form to identify its specific components. to identify its specific components.

Note: The ICC is still in its original Senate approved language.Note: The ICC is still in its original Senate approved language.

Sample Mapping for De AnzaSample Mapping for De Anza

GE GE COURSECOURSE ICC 5AICC 5A ICC ICC

5B5B ICC 5CICC 5C ICC 5DICC 5D ICC ICC 5E5E

PE 2YPE 2Y XX XX

COUN COUN 100100 XX XX

SPCH 10SPCH 10 XX

The aggregate results show that every component of ICC 5 has been assessed.

Value of MappingValue of Mapping

A similar design can be used for the A similar design can be used for the AUO, SSLO and Library LAS groups.AUO, SSLO and Library LAS groups.

Faculty assess SLO’s in the classroom Faculty assess SLO’s in the classroom onlyonly..

Emphasis is placed on discussing Emphasis is placed on discussing pedagogy and student learning and pedagogy and student learning and achievement — the achievement — the cruxcrux of the of the Student Learning Outcomes Project.Student Learning Outcomes Project.

QUESTIONS?

Proposal: Two timelinesProposal: Two timelines

for the Instructional for the Instructional Learning Assessment Spheres:Learning Assessment Spheres:

Spring 2010Spring 2010to December, 2011 to December, 2011 (Fall, 2011, Site Visit)(Fall, 2011, Site Visit)

January, 2012January, 2012to December, 2016to December, 2016(Fall, 2016, Site Visit)(Fall, 2016, Site Visit)

Process leading up to 2011 Site Visit

Sustainable process beyond 2011 Site Visit

2010 to 2011 timeline2010 to 2011 timelineChange takes time and planningChange takes time and planning

W’10 S’10 F’10 W’11 S’11

COURSE ASSESSMENT

AnnualUPDATE

COURSE ASSESSMENT

COURSE ASSESSMENT

Annual UPDATE

ALL COURSES HAVE AT LEAST ONE SLO assessed

Course level SLO Assessment

with emphasis on anyICC

College-wide committee

Evaluates Sphere Reports (beta tests)

Course level SLO Assessment

with emphasis on anyICC

TO DO’s -- to make the 2010-2011 TO DO’s -- to make the 2010-2011 timeline work, by the end of the Winter timeline work, by the end of the Winter Qt.:Qt.:

Division Liaisons will be in place and trained.Division Liaisons will be in place and trained.

The Senate will discuss and approve The Senate will discuss and approve definitions of Learning Assessment Spheres.definitions of Learning Assessment Spheres.

The College Council will discuss and finalize The College Council will discuss and finalize the Annual Update concept and the 6-year the Annual Update concept and the 6-year Outcomes Based Program Review concept.Outcomes Based Program Review concept.

January, 2012 to December, 2016 January, 2012 to December, 2016

Planning proposals for a sustainable processPlanning proposals for a sustainable process

GOAL: During the 6 year Cycle GOAL: During the 6 year Cycle all courses courses complete SLO Assessment Cycles. complete SLO Assessment Cycles.

Every year one ICC stands as a theme for the Every year one ICC stands as a theme for the college. SLOACs for all courses that have an college. SLOACs for all courses that have an SLO that relate to the theme must be SLO that relate to the theme must be conducted.conducted.

Plan would entail predetermining a percentage Plan would entail predetermining a percentage of SLOACs that need to be completed each of SLOACs that need to be completed each year so that 100% are completed by 2016.year so that 100% are completed by 2016.

Within theWithin the 6-year Accreditation Cycle 6-year Accreditation Cycle

2011- 2012

Critical Thinking

MegaProgram Review

Self-Study

Re-evaluate SLO

Process

Gobal, Clultural,

Social and

Environmental Awareness

Communication and

Expression

Institution Plans

Critical Thinking

InformationLiteracy,Physical/Mental

Wellness and PersonalResponsibility

Proposal a Themed Assessment Cycle

F’16SITE VISIT

F’11 SITE VISIT

2012- 2013 2013- 2014 2015- 2016 2016- 2017 2017- 2018

Within theWithin the 6-year Accreditation Cycle 6-year Accreditation Cycle

2011- 2012

25%

MegaProgram Review

Self-Study

Re-evaluate SLO

Process

40% 60%

Institutional Plans

Critical Thinking

100%

Proposal - Predetermined Assessment Cycles

F’16SITE VISIT

F’11 SITE VISIT

2012- 2013 2013- 2014 2015- 2016 2016- 2017 2017- 2018

EE33

A college-wide committee will review the mapping of Learning A college-wide committee will review the mapping of Learning Sphere SLOAC results during the Accreditation Self-Study year. Sphere SLOAC results during the Accreditation Self-Study year.

We are already doing this required taskWe are already doing this required task..

Only one “Mega Program Review” EVERY SIX YEARS.Only one “Mega Program Review” EVERY SIX YEARS. Downsizing the workDownsizing the work!!

Both proposals are flexible and allow for thoughtful change and Both proposals are flexible and allow for thoughtful change and growth.growth.

The College decision making groups will use the Learning Sphere The College decision making groups will use the Learning Sphere reports for Institutional Planning during the site visit year. reports for Institutional Planning during the site visit year.

This completes the required ACCJC loopThis completes the required ACCJC loopfor Institutional Planning,for Institutional Planning,

the SLOAC,the SLOAC,Program Review and Resource Planning.Program Review and Resource Planning.

EFFECTIVE ENDURINGEFFICIENT

QUESTIONS?