Apples to Oranges to Elephants: Comparing the Incomparable

Defining the Context

Assessment

“…the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.”

Palomba & Banta, 1999, pg. 4

General Education Assessment

• AQIP Project that began in the Fall 2013• Goal of the Project:

– To strengthen the college’s ongoing assessment processes by focusing on the general education curriculum through development of a plan to assess general education courses.

General Education Student Learning Outcomes1. Access and evaluate information from credible sources

2. Collaborate respectfully with others

3. Communicate effectively through the clear and accurate use of language

4. Demonstrate an understanding of the broad diversity of the human experience and the individual’s connection to society

5. Process numeric, symbolic and graphic information

6. Comprehend, analyze and synthesize written, visual and aural material

7. Select and apply appropriate problem-solving techniques

8. Use technology efficiently and responsibly

• Task Force• Faculty Senate• Educational Affairs Committee• Sub-committee General Education• Assessment Council

Groups involved in the Gen Ed Project

Processes of the Project

Timeline

• Mapping the Curriculum (September)

• Choosing an SLO (October)

• Choosing an Assessment Instrument (October)

• Determining levels of performance (January)

• Training on Assessment Instruments (January)

• Pilots (Spring Semester)

• Results (Summer)

Mapping the GE Curriculum

SLO1 SLO2 SLO3 SLO4 SLO5 SLO6 SLO7 SLO8Student Learning Outcome

0

10

20

30

40

50

60

70

80

90

63

6

44

37

79

12

5

General Education Across the College

• 192 Courses• 33 Departments

Direct Assessment of Student Learning

Embedded Pre/Post RubricAssessment Methods

0

10

20

30

40

50

60

70

80

90

65

37

84

Engaging Faculty

• Spring 2014 Professional Development Days– Defining Mastery, Progressing, Low/No Skills

for each SLO– Assessment Toolbox – Rubrics, Embedded,

Pre/Post Test

Developing the General Education Assessment Plan

• Plan components:– Direct Assessment of Student Learning– Indirect Assessment of Student Learning– Engagement by Faculty– Opportunities for improved learning– Transparency of results

Indirect Assessment of Student Learning

Indirect Assessment ofStudent Learning Outcomes

Institutional Benchmarks

Survey Results from CCSSE question(s):“How much has your experience at this college contributed to your knowledge, skills, and personal development in the following areas? Acquiring a broad general education Writing clearly and effectively Speaking clearly and effectively Thinking critically and analytically Solving numerical problems Using computing and information technology Working effectively with others Understanding people of other racial and ethnic

backgrounds

Student Perception 

National 50th Percentile of Community College Students

responding to CCSSE questions

Engaging Faculty andImproving Learning

• Determining SLOs• Determining Mastery/Progressing/Low or No

Skills• Selecting Assessment Instrument• Interpreting Results of Assessment in Their

Discipline• Acting on Assessment Results

Form C

General Education Mastery MatrixSLO # 1 – Access and evaluate information from credible sources

 

 Course(s)

 (Aggregate reporting of all

sections of a course)

 Assessment Method

  

Pre/Post – Rubric - Embedded

Total Number of Students

Assessed in Courses being

Reported

MasteryDefinition: Student uses appropriate methods to find and evaluate information in order to distinguish between credible and non-credible sources and select the most appropriate source(s).

ProgressingDefinition: Student is able to differentiate between credible and non-credible sources, but not understanding all aspects of relevant tools or evaluating the source fully.

Low/No MasteryDefinition: Student cannot consistently differentiate between credible and non-credible sources.

# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery

           

           

           

           

           

           

           

           

           

           

           

Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)       

Benefits of the Project

Transparency of Results

• Campus-wide Reporting of Gen Ed SLOs• Departmental Gen Ed Results• Kansas Board of Regents• Higher Learning Commission• Board of Trustees• Community

Value of the Process

• Multiple access points for faculty involvement• Shared responsibility for design and

implementation• Faculty autonomy of assessment at course

and program level– SLO choices– Assessment Instruments– Student Performance Levels

GE Courses designated collect dataData collected

is forwarded to department

Results are aggregated and disseminated

the department

Faculty engage

with data

Results of discussion sent to the

OOA

Departments plan and act on results of

data.

Results disseminated

to key stakeholders

General Education Assessment Cycle

Early Results

• Living in Lake Woebegon

• Discussions will center on Assessment Instruments

• Spring Data may even out results

Mastery44%

Progressing36%

Low/No Skills20%

General Education - Fall 2014Percentage by Student Performance

Contact Information:Sheri H. Barrett, Ed.D.

Director

Mary McMullen-Light

Research Coordinator

 

Office of Outcomes Assessment