Assessment of Student Learning Documentation Process

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Assessment of Student Learning Documentation
Process
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Baldrige
NCA/HLC
Strategic Planning
Institution
Landscape
Systems and Processes
DEPARTMENT/PROGRAM ASSESSMENT
Course Assessment
Faculty Development
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Purpose of ASL Documentation Process

• Engage all faculty in a dialogue about what
  students learn in departments/programs
• Focus department/program ASL efforts on broad
  abilities (the ability to put together learning
  from various courses/experiences)
• Document student learning for the ASL component
  of program/department review

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Assessment of Student Learning Documentation
Process

• STEP 1 Establish department/program
  expectations for student learning. (eLumen
  Achievement Area)
• Example Students will be able to write an
  essay demonstrating invention, organization,
  drafting, revision, editing and presentation.
• STEP 2 Set expected numerical standard(s) of
  student achievement. How do you expect students
  to perform on the assessment? (eLumen
  Description of Achievement)
• Example Seventy-five (75) percent of students
  will achieve 3 on a 4 point rubric.

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Assessment of Student Learning Documentation
Process

• STEP 3 Demonstrate assessment opportunity/tool
  to measure student achievement. (eLumen
  Description of Achievement)
• Examples essay, project, exam, skill
  demonstration
• STEP 4 Decide on individual or shared
  department/program assessment opportunity/tool.
  (eLumen Planned Achievement or Shared Planned
  Achievement)

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Assessment of Student Learning Documentation
Process

• Step 5 Gather data using a rubric.
• Step 6 Document data using eLumen software.

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Assessment of Student Learning Documentation
Process

• STEP 7 Meet as a department/program to discuss
  results. (eLumen Reports)
• STEP 8 Develop curricular changes based on
  discussion of results. (Submit changes to AASC
  committee for approval).

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Academic Program/Department Review

• Section 7 Program/Department Assessment of
  Student Learning
• Describe what students should be able to
  represent, demonstrate or produce as a result of
  their learning in the program/department.
• Are there professional organizations standards
  or outcome statements that are incorporated?
• What numerical standard (s) has your
  program/department set relating to student
  learning?
• Describe assessment opportunities provided for
  students to achieve the intended outcomes.
• Describe the relationship between assessment in
  courses and assessment at the program/department
  level.
• Provide a copy of the rubric used by the
  program/department to gather assessment data.
• Using the assessment data collected (eLumen
  reports) describe what changes (if any) need to
  be made to the curriculum.
• Describe how changes help will students reach the
  intended learning outcomes of the
  program/department.

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Assessment of Student Learning Documentation
Process
Department/ProgramEXPECTATIONSfor Student
LearningStep 7.1, 7.2, 7.3
ACTIONSfor Improvement of Student LearningStep
7.8
ASSESSMENTOPPORTUNITIES/TOOLSto Measure Student
LearningStep 7.4, 7.5, 7.6
RESULTSof Student LearningStep 7.7
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Rochester Community and Technical
College Department/Program Assessment of Student
Learning Plan Program/Department Art
Describe the process that was used to complete
this matrix (check all that apply) List
below resources needed to _X_ Faculty
department meetings enhance your
initiatives _X_ E-mail to faculty within the
department _________________________ ___
Completed by department chair/program
leader ___ Informal faculty
dialogue _________________________ _X_
Review MNTC ___ Review other outside resources
(rubrics developed by other institutions)
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eLumen Software

• www.elumen.info

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Next Steps

• Identify where your department/program is now.
• Establish ASL department/program goals.
• Identify resources needed and available.