AAT: Adjunct Faculty and Assessment: January 12, 20041 Adjunct Faculty and the PVCC Assessment...

AAT: Adjunct Faculty and Assessment: January 12, 2004 1

Adjunct Faculty and Adjunct Faculty and the PVCC Assessment the PVCC Assessment

Initiative: Initiative: What will What will youyou do? do?


1-minute index card 1-minute index card assessmentassessment

Before class, on the front:

What is one compelling question you would like

answered today?



Before class, on the back:

What is the difference between assessment and the traditional practice of

evaluation of student work?


Today’s Learning OutcomesToday’s Learning Outcomes

Participants will:Participants will:

1.1. distinguish between distinguish between assessmentassessment and and evaluationevaluation;;

2.2. relate PVCC’s relate PVCC’s Gen. Ed. Gen. Ed. Learning OutcomesLearning Outcomes to one to one course that they teach;course that they teach;


Today’s Learning OutcomesToday’s Learning Outcomes

Participants will:Participants will:

3.3. write at least one measurable write at least one measurable learning outcome statementlearning outcome statement to measure in that course; to measure in that course; andand

4.4. begin to planbegin to plan an assessment an assessment activity.activity.


What is Assessment?What is Assessment?

“ “Assessment is a Assessment is a systematic systematic process for gathering information process for gathering information about student learning; it answers about student learning; it answers the question, the question, ‘How do we know what ‘How do we know what students are learning, and how well students are learning, and how well they are learning it?’ they are learning it?’ ””

--Califormia State Long Beach --Califormia State Long Beach http://www.csulb.edu/%7Esenate/assessment/assessment_glossary.html#procehttp://www.csulb.edu/%7Esenate/assessment/assessment_glossary.html#proce

ssss


What is Assessment?What is Assessment?

““The The systematicsystematic collection, collection, examination, and interpretation of examination, and interpretation of qualitative and quantitative data qualitative and quantitative data about student learning and the use about student learning and the use of that information to document and of that information to document and to improve student learningto improve student learning.”.”

--North Central Association--North Central Association


Evaluation vs. Evaluation vs. AssessmentAssessment

• Purpose: primarily Purpose: primarily Formative.Formative.

• Focus on Focus on groupgroup performance.performance.

• Helps instructors/ dept/ Helps instructors/ dept/ school know how school know how theythey and students and students performed.performed.

• Results in a plan for Results in a plan for improvement.improvement.

• Always used for Always used for improvement of improvement of instruction/ learning.instruction/ learning.

• Purpose: primarily Purpose: primarily Summative.Summative.

• Focus on Focus on individualindividual performance.performance.

• Helps individuals Helps individuals know how they know how they performed.performed.

• Results in a grade for Results in a grade for the activity or the activity or course.course.

• May or may not be May or may not be used for improvement used for improvement of instruction/ learning.of instruction/ learning.


Why do Assessment?Why do Assessment? Because good classroom and Because good classroom and

college-wide assessment college-wide assessment improves student learningimproves student learning..

……Is any other reason Is any other reason necessary?necessary?


More specifically, More specifically,

Continuous assessment fosters Continuous assessment fosters the continuous improvement of the continuous improvement of students , departments, divisions, students , departments, divisions, and the college as a whole.and the college as a whole.

It is NOT just for accreditation.It is NOT just for accreditation.

Assessment is a process that Assessment is a process that documents success, makes good documents success, makes good things better, and improves upon things better, and improves upon weaknesses.weaknesses.


Underlying Assumptions:Underlying Assumptions: Assessment of student learning is a Assessment of student learning is a

cornerstone of PVCC’s mission to cornerstone of PVCC’s mission to become a more learning centered become a more learning centered college.college.

It is a It is a shared responsibilityshared responsibility of the of the faculty, staff and administration.faculty, staff and administration.

The purpose of assessment is to The purpose of assessment is to improve teaching and learning; it is improve teaching and learning; it is notnot evaluative of faculty. evaluative of faculty.


MCCCD Gen. Ed. Statement:MCCCD Gen. Ed. Statement:

Students completing the General Students completing the General Education Curriculum should be able to:Education Curriculum should be able to: Access, evaluate, analyze, synthesize, Access, evaluate, analyze, synthesize,

and and use information wiselyuse information wisely. . Communicate effectivelyCommunicate effectively personally, personally,

socially, and professionally. socially, and professionally. Think criticallyThink critically, make informed , make informed

decisions, solve problems, and decisions, solve problems, and implement decisions.implement decisions.

Use technological resourcesUse technological resources appropriately, and productively.appropriately, and productively.


PVCC Gen. Ed. Learning Outcomes PVCC Gen. Ed. Learning Outcomes (blue handout):(blue handout):

1.1. Communication:Communication: ListeningListening ReadingReading SpeakingSpeaking WritingWriting

The details are at:

http://www.pvc.maricopa.edu/AI/outcomes.html

2.2. Information Information LiteracyLiteracy

3.3. Problem Problem SolvingSolving

4.4. TechnologyTechnology

((Core Outcome: Critical Thinking)Core Outcome: Critical Thinking)


How are How are learning outcomeslearning outcomes differentdifferent

from from course competenciescourse competencies ? ?

1.1. Learning outcomes have three Learning outcomes have three distinguishing characteristics:distinguishing characteristics: the the specified specified actionaction by the learner must by the learner must be be

» observableobservable, , » measurablemeasurable, a, and nd » done by the learnerdone by the learner. .


How are How are learning outcomeslearning outcomes different different

from from course competenciescourse competencies?? 2.2. MCCCD Course competencies are a MCCCD Course competencies are a

starting point, but they are not usually starting point, but they are not usually specific enough to serve as learning specific enough to serve as learning outcomes for purposes of assessment.outcomes for purposes of assessment.

At PVCC we need to find a deeper level of At PVCC we need to find a deeper level of specificity for measuring learning outcomes specificity for measuring learning outcomes

in courses, programs and majors.in courses, programs and majors.


How do you write a measurable How do you write a measurable

learning outcome statement?learning outcome statement? 1.1. Use an Use an action verbaction verb to specify what the to specify what the

student will have to do to demonstrate the student will have to do to demonstrate the competency.competency.

2.2. State the State the conditionsconditions under which s/he will under which s/he will demonstrate competency.demonstrate competency.

3.3. State the State the criteria for competencycriteria for competency. .

Two websites that can offer help:Two websites that can offer help:http://www.stedwards.edu/cte/resources/learningout.htm http://www.catl.uwa.edu.au/online/outcomes.html


Measuring Outcomes:Measuring Outcomes:“The student “The student will be ablewill be able to…” to…”

1.1. General PVCC Critical Thinking Outcome : General PVCC Critical Thinking Outcome : “…evaluate information, materials, and numerical “…evaluate information, materials, and numerical and/or graphical data by drawing inferences…”and/or graphical data by drawing inferences…”

2.2. Math Department L.O.:Math Department L.O.: “. ..analyze information “. ..analyze information and solve problems in complex, real-world and solve problems in complex, real-world situations.”situations.”

3.3. Related Course Competency for MAT 102: Related Course Competency for MAT 102: “...summarize, interpret, and use graphs to “...summarize, interpret, and use graphs to display statistical data.”display statistical data.”

4.4. Specific measurable activity: Specific measurable activity: “…“…describe a trenddescribe a trend indicated in a chart or indicated in a chart or graph and graph and make predictionsmake predictions based on that trend.” based on that trend.”


1.1. General PVCC Writing Outcome: General PVCC Writing Outcome: “The student will be able to communicate in “The student will be able to communicate in writing his / her ideas in an organized manner using writing his / her ideas in an organized manner using an appropriate rhetorical strategy.”an appropriate rhetorical strategy.”

2.2. Related Course Competency for ENG 061: Related Course Competency for ENG 061: “Generate writing that demonstrates one “Generate writing that demonstrates one main focus with specific details by following the main focus with specific details by following the steps in the writing process.” steps in the writing process.”

3.3. Specific measurable activity: Specific measurable activity: ““When provided with a general topic, the When provided with a general topic, the student will be able to student will be able to write an introductory write an introductory paragraphparagraph with a clearly focused specific topic with a clearly focused specific topic sentence and three supporting detail sentences.”sentence and three supporting detail sentences.”

Measuring Outcomes:Measuring Outcomes:“The student “The student will be ablewill be able to…” to…”


How do you do assessment?How do you do assessment?

See yellow handout:See yellow handout:– ““Recommended Process for an Recommended Process for an

Individual Assessment Project”Individual Assessment Project”

See green handout:See green handout:– ““Tom’s FEP: An example of how to do an Tom’s FEP: An example of how to do an

Individual Assessment Project”Individual Assessment Project”


Let’s Get Started!Let’s Get Started! (20 minutes)(20 minutes)

1.1. Review the course competencies for a Review the course competencies for a course you teach course you teach ( white handout provided).( white handout provided).

2.2. See which ones match the PVCC See which ones match the PVCC Learning Outcomes Learning Outcomes ( blue handout ( blue handout provided).provided).

3.3. Write one or two related learning Write one or two related learning outcomes that are outcomes that are specificspecific and and measurablemeasurable. . (Discuss with neighbor)(Discuss with neighbor)

4.4. Discuss/plan how you will measure Discuss/plan how you will measure this outcome.this outcome.



After class, on the front:

List three important differences between Assessment and

Evaluation:


1-minute index card 1-minute index card assessmentassessment On the back:

If you can’t answer this question, what would have helped you learn it more

effectively today?


The PVCC Assessment Initiative:The PVCC Assessment Initiative:

What can you do?What can you do?

1.1. Contact your division chair/academic Contact your division chair/academic supervisor to find out what supervisor to find out what assessment initiatives are occurring assessment initiatives are occurring in your content area/course.in your content area/course.

2.2. Determine if you can/should Determine if you can/should participate, or if you should initiate participate, or if you should initiate your own assessment activity.your own assessment activity.




3.3. Browse the PVCC Assessment Browse the PVCC Assessment website (website (http://http://www.pvc.maricopa.eduwww.pvc.maricopa.edu/AI/AI) and ) and become familiar with become familiar with

1.1. PVCC Learning Outcomes PVCC Learning Outcomes

2.2. Methods and resources for assessment Methods and resources for assessment projectsprojects

3.3. Writing Good Outcome Statements.Writing Good Outcome Statements.

4.4. “Recommended Process for an “Recommended Process for an Individual Assessment Project.”Individual Assessment Project.”




4.4. Develop an assessment initiative plan in Develop an assessment initiative plan in consultation with your Division chair and a consultation with your Division chair and a member of the AAT or the AAT chair.member of the AAT or the AAT chair.

5.5. If the plan requires time outside your If the plan requires time outside your normal duties, consult with the AAT chair normal duties, consult with the AAT chair on how to request a stipend to support on how to request a stipend to support your assessment initiative.your assessment initiative.

6.6. Implement the strategy.Implement the strategy.7.7. Evaluate the results.Evaluate the results.8.8. Change something you do.Change something you do.




9.9. Plan, Measure, LearnPlan, Measure, Learn

10.10. Plan, Measure….Plan, Measure….

……well, you get the picture!well, you get the picture!


Academic Assessment Team, 2003-Academic Assessment Team, 2003-2004:2004:

Bob Bendotti: Dean of LearningBob Bendotti: Dean of Learning Larry Burgess: Faculty, Math Div. Chair Larry Burgess: Faculty, Math Div. Chair Tom Butler: Faculty, English/Reading, AAT Tom Butler: Faculty, English/Reading, AAT

chairchair Marilyn Cristiano: Com/Hum Div. ChairMarilyn Cristiano: Com/Hum Div. Chair Dan Donahue: Faculty, Health and WellnessDan Donahue: Faculty, Health and Wellness Jane Marks, Faculty: Science Jane Marks, Faculty: Science Paul Marsh: Director of Institutional ResearchPaul Marsh: Director of Institutional Research Patri Mays: Faculty, Business & ITPatri Mays: Faculty, Business & IT Beth Newman: Faculty, Business & ITBeth Newman: Faculty, Business & IT Rick Vaughn: Faculty, MathRick Vaughn: Faculty, Math Fred Wieck, Counseling & PDFred Wieck, Counseling & PD Shelle Witten: Library Div. ChairShelle Witten: Library Div. Chair


Assessment increases Assessment increases student learning!student learning!

The The AAcademic cademic AAssessment ssessment TTeameam

Visit us at Visit us at http://www.pvc.maricopa.edu/AI

AAT: Adjunct Faculty and Assessment: January 12, 20041 Adjunct Faculty and the PVCC Assessment...

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