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College documentation of College documentation of PROGRESSPROGRESS toward achieving project objectivestoward achieving project objectives
Draft of Draft of YEAR 2 PLANYEAR 2 PLAN - emphasizing - emphasizing– assessment of student learningassessment of student learning
– project evaluation & documentationproject evaluation & documentation
– advocacyadvocacy
College assessment of the College assessment of the IMPACTIMPACT the the project is having onproject is having on
– the organizationthe organization
– student learning student learning
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College identification of College identification of MODELMODEL or or approach to learning outcomesapproach to learning outcomes
College College ACCOMPLISHMENTS & ACCOMPLISHMENTS & NEEDSNEEDS
Review of Review of CALENDARCALENDAR, , REPORTINGREPORTING expectationsexpectations
Stronger Stronger COMMUNITY OF COMMUNITY OF LEARNERSLEARNERS
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The college The college MISSIONMISSION is learning is learning
Learners are equal Learners are equal PARTNERSPARTNERS
EVERYONE’s EVERYONE’s job is student job is student learninglearning
Multiple Multiple LEARNING OPTIONSLEARNING OPTIONS
SUCCESSSUCCESS is measured by is measured by learning outcomeslearning outcomes
““Does this Does this XXX XXX improve & improve & expand expand Learning?”Learning?”
““How do we How do we KNOW…?”KNOW…?”
““Does this Does this XXX XXX improve & improve & expand expand Learning?”Learning?”
““How do we How do we KNOW…?”KNOW…?”
GOAL:GOAL:To increase the To increase the
capacity of community capacity of community colleges to define & colleges to define &
document acquisition document acquisition of the critical of the critical
competencies that competencies that students need to students need to
succeed in the succeed in the workplace, in transfer workplace, in transfer
education, and in education, and in today’s society. today’s society.
1.1. ID Project Colleges, ID Project Colleges, Facilitators, EvaluatorFacilitators, Evaluator
2.2. Establish College Establish College TeamsTeams
3.3. Develop Project Develop Project Support NetworkSupport Network
4.4. Implement Institutional Implement Institutional Projects (5 D’s) Projects (5 D’s)
5.5. Develop ResourcesDevelop Resources
6.6. Monitor & Evaluate Monitor & Evaluate ProgressProgress
7.7. DisseminateDisseminate
TRADITIONAL . . .TRADITIONAL . . .
. . .. . . insulation from accountability for insulation from accountability for individual student learning at classroom individual student learning at classroom levellevel
. . .. . . resistance to self-assessment in higher resistance to self-assessment in higher educationeducation
. . .. . . external requirements for accountability, external requirements for accountability, funding, and policy that are rarely tied to funding, and policy that are rarely tied to individual student learningindividual student learning
. . .. . . perception that some important learning perception that some important learning outcomes are not measurableoutcomes are not measurable
LACK OF . . .LACK OF . . . . . . collaboration among disciplines & other . . . collaboration among disciplines & other college groupscollege groups
. . . knowledge about assessment processes . . . knowledge about assessment processes & tools& tools
. . . awareness of the need for outcomes-. . . awareness of the need for outcomes-based educationbased education
IncreasingIncreasing demandsdemands and and constricting constricting resourcesresources that leave little time or that leave little time or incentive for educational reform efforts of incentive for educational reform efforts of this magnitudethis magnitude
1. DEFINE1. DEFINE Most colleges completed Most colleges completed
11stst Objective & are developing Objective & are developing pilot programs to implement pilot programs to implement 22ndnd objective objective
Some revisited existing “core Some revisited existing “core competencies” competencies”
Some developed NEW onesSome developed NEW ones
2. 2. DEVELOP DEVELOP (set of (set of curriculum components for curriculum components for each competency w/levels each competency w/levels of performance, concrete of performance, concrete indices of student work for indices of student work for each level, & assessment each level, & assessment strategies)strategies) Various stages of Various stages of
development, from 2 still development, from 2 still defining to 2 w/comprehensive defining to 2 w/comprehensive rubrics /matricesrubrics /matrices
3. 3. DELIVER—DELIVER—4 MODELS :4 MODELS :
11. In DISCRETE COURSES . In DISCRETE COURSES (MOST implementing at course level)(MOST implementing at course level)
Butler – “scholarship of assessment” Butler – “scholarship of assessment” summer speech pilot, 8 fall summer speech pilot, 8 fall
classesclassesKingsborough – Virtual Enterprise,ESL, Kingsborough – Virtual Enterprise,ESL,
chem.chem.
2. In SOME PROGRAMS/AREAS –2. In SOME PROGRAMS/AREAS –Foothill – CIS & Language ArtsFoothill – CIS & Language Arts
Skagit –program level assessment plans Skagit –program level assessment plans updated to include 21updated to include 21stst CLOs CLOs
3. 3. DELIVER (cont.) DELIVER (cont.) 3. 3. ACROSS the CURRICULUMACROSS the CURRICULUM
Hocking – Core Comp. Map for each Hocking – Core Comp. Map for each discipline (starting w/communication)discipline (starting w/communication)
Inver Hills & Waukesha (WCTC – levels Inver Hills & Waukesha (WCTC – levels tied to Bloom’s taxonomy)tied to Bloom’s taxonomy)
4. OTHER4. OTHERSan Diego Miramar – college strategic San Diego Miramar – college strategic
plan shifting from institutional to plan shifting from institutional to student outcomesstudent outcomes
Mesa –annual assessment weekMesa –annual assessment week
4. 4. DOCUMENT DOCUMENT (beyond grades, (beyond grades, credits, certificates, degrees)credits, certificates, degrees)
Waukesha – Critical Life Skills Waukesha – Critical Life Skills Transcript (working on Transcript (working on eTranscript)eTranscript)
Inver Hills – web-based Skills Inver Hills – web-based Skills ProfileProfile
Schoolcraft – ePortfolio pilot in Schoolcraft – ePortfolio pilot in business department business department
5. 5. DISSEMINATE - DISSEMINATE - presentationspresentations LOP WEBSITE/16 college LOP sitesLOP WEBSITE/16 college LOP sites Midlands – So Carolina State BoardMidlands – So Carolina State Board Hocking –board of trustees, Ohio Hocking –board of trustees, Ohio
Assessment ForumAssessment Forum WCTC – Inver Hills, Schoolcraft ,2 state WCTC – Inver Hills, Schoolcraft ,2 state
assoc. mtgsassoc. mtgs Butler & Johnson – KS State Board of Butler & Johnson – KS State Board of
Regents, Heartland AllianceRegents, Heartland Alliance Facilitators/Directors – Pew Forum, Facilitators/Directors – Pew Forum,
CC League of CA, Innovations, NISOD, CC League of CA, Innovations, NISOD, Accrediting Assoc. MtgsAccrediting Assoc. Mtgs
5. 5. DISSEMINATE DISSEMINATE – publications– publications
College brochuresCollege brochures (Inver Hills, Butler)(Inver Hills, Butler) WCTC –WCTC – ““Documenting Critical Life Documenting Critical Life
Skills”Skills” Learning Abs. Learning Abs. R. BakerR. Baker - “Educational Cartography: - “Educational Cartography:
Mapping the Learning Outcomes Mapping the Learning Outcomes Frontier” Frontier” Michigan CC Journal, Spr 2001Michigan CC Journal, Spr 2001
M. Hjelm & R. Baker - “Evaluating M. Hjelm & R. Baker - “Evaluating Individual Student Learning: 4 Models Individual Student Learning: 4 Models of Assessment” of Assessment” Learning Abstract Learning Abstract (new)(new)
In PROGRESS….In PROGRESS….J. Warren – article J. Warren – article
More than just a project — a catalyst for More than just a project — a catalyst for major institutional changemajor institutional change
““This project brings together assessment This project brings together assessment work we’ve been doing for the last three work we’ve been doing for the last three
years with a focus on preparing our years with a focus on preparing our students to succeed in the global students to succeed in the global
economy.”economy.”
In some cases — a complete shift in In some cases — a complete shift in approachapproach
““This is a brand new way of This is a brand new way of thinking for us.” thinking for us.”
Year One Year One reflects reflects measuremeasure
d d success! success!
Year One Year One reflects reflects measuremeasure
d d success! success!
