Student Learning Outcomes Assessment at R'C'C'D'

1
Student Learning Outcomes Assessment at
R.C.C.D.

• Rick Axelson, Associate VP, Institutional
  Effectiveness
• Susan Mills, Outcomes Assessment Coordinator
• September 30, 2002
• California Assessment Institute 2002

2
Goals for Assessment at R.C.C.D.

• Enhance teaching and learning processes
• Use outcomes for internal improvement purposes
• Emphasize cognitive, affective, and behavioral
  outcomes
• Have faculty develop measures and control process

3
District Assessment Committee (DAC)

• Formed to study assessment and to develop an
  Assessment Plan and recommendations for District
• Faculty-driven
• Academic Senate Committee
• Co-chaired by Outcomes Assessment Coordinator and
  Associate Vice President of Program Assessment
  and Accountability
• Members selected to represent various
  disciplines, occupational areas, and campuses

4
Getting Started

• Educational piece was very important (see
  handout)
• Bi-weekly readings and meetings over course of
  first semester
• Visiting and learning from colleagues at other
  colleges was very useful
• Debate centered on developing institutional
  outcomes vs. starting at the classroom level
• Reaching decision to begin with classroom-based
  assessment projects was key to getting started
  quickly

5
DACs Current Approach to Assessment at R.C.C.

• DAC recommends three-part approach to develop a
  climate of assessment
• Develop an educational component to discuss
  issues, terminology, and techniques
• Web site
• Presentations and workshops
• Develop 5-10 pilot projects using classroom-based
  assessment (CBA) techniques in courses
• Integrate assessment with program review and new
  program development

6
DACs Steps to Implement CBA Projects

• Attend AAHE and CAI conferences
• Determine funding available
• Develop workshop scenarios
• Develop participant application form
• Recruit participants
• Develop and hold mini-course on classroom
  assessment techniques
• Design, implement, and report on projects
• Assess overall project

7
CBA Project CIS-1A

• Develop and verify rubric to be used to assess
  course Final Project
• Ease implementation of new course component
• Standardize assessment of student learning
  outcomes
• Increase students awareness of expectations

8
CBA Project History 7

• Use Background Knowledge Probe to better assess
  student comprehension, retention of material, and
  progress
• Use in pre- and post-assessment
• Identify topic areas to develop more fully in
  lectures

9
CBA Project English 1A

• Refine learning outcomes for course outline
• Introduce portfolio assessment, process
  journaling, and cover letter analysis
• Experiment with commenting strategies

10
CBA Project Writing and Reading Center

• Use an effectiveness survey to assess
• Which resources students found most useful
• Which resources faculty found most useful
• What improvements could be made
• Whether required hours are needed
• Whether resources are useful to students and
  faculty from other disciplines

11
CBA Project Academic Success Project

• Develop and administer common finals
• Develop rubric to assess common final
• Assess level of student engagement in academic
  process
• Track students through 2-year cycle