Assessment to Action; Assessment to Achievement
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Transcript of Assessment to Action; Assessment to Achievement
Assessment to ActionAssessment to Achievement
A Comprehensive Approach to Assessing Academic Advising
Gwen Spencer Ed.DKevin Kildun M.ED.
Highline Community College www.highline.edu
I. Overview of Highline Community College II. Assessment Challenges and Rewards III. Brief History of Assessment Task ForceIV. Mission to Measurement V. Group Project and Sharing VI. Assessment of learning and service outcomes VII.Post Assessment: Action Steps, Achievement
Results VIII. Questions
What We’ll Cover
Highline Community College
Mid-way between Tacoma and Seattle
Over 10,000 students Of degree and
certificate seeking students: 60% are transfer 40% are Prof Tech
and/or High School degree
42% male students and 58% female students
Average age 24 of degree seeking students
65% multicultural students
73% first generation 2000+ ELL students
Transient nature of students. Professional staff advising is done primarily using
a drop-in model so continuity is compromised. 2008 survey of Washington community
colleges indicates that 5%+ use appointments only 20% use drop-in almost exclusively 75% use mix of drop-in and appointments
Challenges to Assessment at a Community College
Students receive advising from a variety of sources. When we ask students how satisfied they are with advising, they have different ideas about who we are referring to Faculty Counselors Educational Planning and Advising Center (EPAC) Special service offices such as Athletics,
International, TRIO, Access Services, Washington Achievers, Work First, Worker Retraining, Foster Youth Services
Challenges to Assessment
Challenges to Assessment
Community college’s mission to provide student “access” challenge the focus on persistence and assessment.
Traditionally, national surveys and research has come from baccalaureate institutions.
Some “hit or miss” departmental assessment efforts until Accreditation Review challenged both Instruction and Student Services to utilize assessment to inform practice.
Assessment Task Force (ATF) Launched in Spring 2008. Eight member task force charged with developing an
assessment process, training and review for all Student Services Departments.
Assessment Task Force (ATF)
To build a process that is sustainable, manageable, and systemic
To identify learning outcomes grounded in Education and Student Development theory and practice
To develop a process that informs self-improvement of staff, policies, programs and services (creating a culture of evidence)
To develop a process that engages and educates all Student Services staff and faculty
ATF Guiding Principles
To incorporate multiple measures and sources for each outcome measured
To support assessment measures that are meaningful and not simply “bean counting”
To have fun!
Principles continued
Trained assessment liaisons to guide their department’s process
ATF provided departmental and individual consultations Hosted “exchange of ideas ” meetings for liaisons Provided timely, clear feedback to each liaison so they
could refine their department’s assessment submission . Posted the departments’ submissions on the Student
Services website for transparency and accountability.
The Assessment Process
Supports the college mission and the Student Services mission and vision
Articulates concisely and clearly the department’s unique role and what it provides for students/campus
Expresses mission in a way that someone could understand who is not from the department (no abbreviations or “edu-speak”)
Starting Point – Student Services Mission
Primary Activities take up 75% of weekly time Activities that may be quarterly or annually but is key to
department’s contribution (packaging financial aid, notification of academic probation, major statewide or federal reporting, new student orientation)
Secondary Activities that take up less than 25% of weekly time Activities that happen periodically but are not critical to
services Value enhanced – not expected of department but is a
contribution the college (i.e. teaching a College 100 class)
Primary and Secondary Functions
What campus populations do you serve?
What government, agency, education institutions do you serve?
What community populations do you serve?
Primary and Secondary Service Populations
Primarily focused on the learning that has occurred because of your department’s contact with students
Examples of learning outcomes Student understanding or knowledge – types of
degrees Student learns a new skill – register online Student develops self-advocacy skills – requests
accommodations from an instructor Student develops a personal awareness/belief–
cultural diversity
Learning Outcomes
Benchmarking – how does our college compare to others?
Customer satisfaction – not only students but agencies, high school counselors, faculty, etc.
Return customers Number of projects completed Time to response (i.e. phone calls returned
within 24 hours)
Service Outcomes
Few or no complaints Better than competition Professional development – all staff know how to do
a certain skill such as degree audit by a certain date Results of our services – more students have an
assigned faculty advisor Attendance – numbers who attend New Student
Orientation Over serving or under serving any student
population
Service Outcomes continued
The Educational Planning and Advising Center (EPAC) and High School Programs (HSP) advisors are committed to working with faculty and staff to: Assist students in planning a realistic educational and
career pathway Provide students with accurate and clear information
about academic programs, policies, resources and procedures
Empower students to take responsibility for monitoring their progress and achieving their goals.
Educational Planning Center and High School Programs Mission
New and continuing degree and certificate seeking students
Undecided students Work Force students Students on Financial Aid Evening students and students who cannot
get to campus
EPAC/HSP Service Populations
Provide New Student Orientation programs Notification of students on academic
probation Train faculty advisors Advise students on degrees and programs Provide transfer information Assist students on financial aid suspension
with the petitions
EPAC/HSP FunctionsSome Examples
A student is able to develop and implement a clear academic/career pathway (mapping) Understands the general purpose of the different degrees
and certificates offered at Highline (orientation or first advising session)
Can identify the degree, certificate or courses that will meet his/her educational goal (end of first quarter or two)
Can explain the classes, GPA, internships, etc needed for his/her degree or certificate (beginning of second year)
Submits a graduation evaluation when 50-60% of degree or certificate is completed (mid-way through second year)
Learning Outcome A
A student is knowledgeable about academic and registration policies and procedures so he or she can successfully navigate college Student knows how to register online and can
use the registration tools on the web (i.e. registration appointment time, entry codes, dropping classes, etc.)
A student know how to read the quarterly schedule
Learning Outcome B
A student takes responsibility to monitor and achieve his/her education and career goals Knows how his/her GPA is calculated and know
his/her current GPA at Highline A student comes prepared for advising session Transfer student understands the concept of Major
Ready and can identify classes, GPA, etc. to successfully transfer into the major
Running Start student knows the classes he/she needs to complete high school diploma
Learning Outcome C
Increase attendance at New Student Orientation Programs by 10% for 2009-10 and another 10% but 2010-2011
Assign a faculty or staff advisor to 65% of all students who have completed three quarters at Highline in 2009-10 and then to 75% in 2010-11.
Monitor student satisfaction with services and programs
Service Outcomes
Brainstorm some assessment methods for the following outcomes:
Service outcome: “How would you assess a student’s success in the
navigation of a school’s system from when they first apply as a student to when they register for classes?”
Learning outcome: “How would you assess a student’s understanding of what
their particular degree requirements are?” In other words, how do we measure if students know what
courses and other requirements are needed to successfully complete their degree?
Group Project
Pre and Post “Clicker” assessment at Orientations Pre and Post Assessment online assessment at
Running Start Orientations with program developed by one of our Computer classes
Follow-up phone calls after student was placed on academic probation and when a student got “off” academic probation
GPA prediction mid-way through quarter Students attempt to fill out degree planning
sheet themselves
EPAC/HSP Assessment Strategies for our Learning Outcomes
Pre and Post Assessment Online
Learning Outcome Template
Identification of classes needed and completed for intended degree
Understanding of pre-requisite requirements for intended degree or major
Understanding of GPA needed to pursue specific major or program degree
Knowledge of application deadlines and expectations
Awareness of the need to apply for graduation
Able to identify classes completed and needed very accurately
Able to identify pre-requisite classes completed and needed very accurately
Correctly identified GPA needed
Understands very clearly the deadlines and application procedure
Has already applied for graduation
Able to identify 75 to 90% of classes completed and needed for degree/programs
Able to identify most pre-requisite classes needed and completed
Generally understands the GPA needed
Has general understanding of application deadlines and procedure
Has not applied but knows this must be completed
Unclear about classes needed and completed
Unclear about classes needed and completed
Is uncertain what GPA is needed
Has very limited understanding of application deadlines and procedure
Does not know that an application for graduation must be completed
Orientation attendance Criterion for what should be included in a
meaningful Orientation Base line – how many degree/certificate
seeking students that had never attended college prior to coming to Highline?
70% had attended the CORE, Running Start, International or Athletes Orientation
Track attendance based on new offerings and interventions (up 9% in first year)
Service Outcome Assessments
Satisfaction Surveys On our web site Follow up to e-advising Focus Groups Cards after advisor session Satisfaction with Orientation Satisfaction after a specific programs such as Transfer
Fair – college reps and student participants Advisor assignments (track number for first two years
and then we will track utilization of assigned faculty or staff advisor)
Collect Student ID numbers to gather demographic data
Service Outcomes Assessment
Assessment can also be a powerful tool in revising and improving policies, programs and procedures Students on Probation taking over 18 credits Running Start students with HS GPA of less
than 2.00 Running Start student applying to college 2
weeks prior to quarter Online Class success
Policy and Program Perspectives
Change in policies and procedures New specialized orientation programs –
Nursing, Human Services, Vets, Work Force “How To” Camtasia Videos online New methods for presenting orientation
material – case study approach with Ken D. Moines
Share the news – Division Chairs, faculty meetings, have a website
Results and Recommendations
“Stump the Stars” Everyone on staff has at least one “piece of
the assessment” Assessment Template – keeping the records
and the focus Periodic “Pep” Rally's at Division-wide
meetings – “Olympics” theme
How do you keep staff motivated to conduct
assessment ?
Questions??
Assessment – Looking at where we have been to determine where we are
going
“Assessment is not valuing what we measure but measuring what we value.” (Astin, 1991)
“…Assessment can help us understand which students learn best under what conditions” (AAHE, 1992)
“Assessment itself is a strong factor in pushing institutions toward clarify of purpose.” (Nichols, 1995)