PVC Accreditation

Institute Day PresentationSeptember 12, 2014

Dr. Sean Hancock

AGENDA

• Review Team Recommendations• Current Status• Accreditation Basics

• Integrated Planning• SLOs• Authentic Assessment• Program Review

• Action Plan• Reflection

Learning Outcomes

• Describe the importance of SLOs in planning and decision making.• Differentiate the various levels of SLOs and their relationship to one

another.• Demonstrate ability to formulate an SLO.• Define authentic assessment and mastery.• Describe the program review process, and the role of SLOs and

assessment data.

ACCJC RecommendationsThe Commission took action to impose probation

and require the College to submit a Follow-up Report by March 15, 2015. The Report will be followed by a

visit by Commission representatives.

Recommendation #1

• Create a complete blueprint for planning.• Regular review of mission statement and current institutional plans

that collectively describe how the college will achieve its goals.• Mission statement should inform overarching plans.• Overarching plans should inform other long-term institutional plans.• Plans should include institutional set standards for student

achievement, informing annual planning as part of program review.• Assessment of SLOs should be integral part of planning process, by

embedding SLO dialogue into program review.

Recommendation #2

• Develop and implement a sustainable assessment plan ensuring that the College completes a full cycle of SLO assessment that includes discussion of results and action planning at all levels (CLOs, PLOs, ILOs, GE SLOs). College must accelerate its efforts to assess all student learning outcomes for every course, demonstrating:

• All SLOs included in official course outlines of record are the same SLOs being assessed by faculty, and that assessment of all SLOs is completed on a regular basis.

Recommendation #2 (cont.)

• Faculty are engaged in ongoing dialogue about methods of assessment, results of assessment and plans for quality improvement based on assessment.

• The College maintains records of assessment tools and methods used, assessment samples, assessment results, assessment dialogue and action planning based on assessments, and makes these records easily available.

• Course, program, GE, and institutional SLO assessment data and analysis are integral parts of the program review process and drive efforts to improve course, program, and institutional effectiveness.

Recommendation #3

• The College regularly evaluation its processes.• Processes used in planning and institutional improvement

widely disseminated.• Sufficient research support and delegation of responsibility,

ensuring regular implementation of all elements of the process, and to inform decision making at all levels of the college.

Recommendation #4

• Implement a data-informed process to systematically evaluate the methods of teaching of all courses and programs, including all instructional modalities (DE, CE, F2F), to ensure student learning experience and outcomes are comparable regardless of the method of instruction or delivery.

Recommendation #5

• Implement data-informed process to systematically evaluate the instruction methods for all instructional serve agreement courses and programs to ensure the student learning experience and outcomes meet college standards.

Recommendation #6

• Establish a policy and process to authenticate the identity of students enrolled in distance education and correspondence education.

• Student who registers and receives credit for a course is the same student who participates regularly in and completes work for the course.

Recommendation #7

• Implement and evaluate an effective part-time faculty evaluation process.

Recommendation #8

• Fully implement the agreed-upon process that faculty involvement in SLOs be included as part of the faculty evaluation process and that the college provide evidence that this self-disclosure is effective in producing student learning outcomes.

PVC Status Report

SLO Progress to DateSubject # of Courses # of Updated COR's # of courses w/SLO's identified # of courses w/matching SLO's

Adult Basic Education 27 1 1 6/54

Accounting 5 2 3 0/10

Addiction Studies 9 0 6 16/18

Anthropology 7 0 1 1/14

Art 19 2 6 12/38

Astronomy 3 0 1 4/6

Automotive Technology 16 4 13 20/32

Biology 9 3 5 10/18

Building Construction Technology 17 0 10 16/34

Business 12 1 6 11/24

Chemistry 1 0 0 1/2

Child Development 21 2 7 7/42

Computer Information Systems 17 9 16 22/34

Criminal Justice 17 7 14 19/34

Dance 3 0 0 0/6

Economics 2 0 2 4/4

Education 8 2 0 0/16

EMS 6 2 2 0/12

English 22 0 11 20/44

English As A Second Language 8 0 0 0/16

Fire Science Technology 104 5 5 17/208

Geology 4 0 0 0/8

General Studies 2 0 2 2/4

Geography 4 0 2 4/8

Health Care Ancillaries 2 0 2 0/4

Health Education 7 1 6 10/14

History 6 0 5 10/12

Kinesiology 1 0 0 0/2

Management 7 0 3 4/14

Mathematics 14 0 7 4/28

Music 12 3 3 6/24

Non-Credit Basic Education 50 2 2 5/100

Nursing 21 2 5 10/42

Nursing Science Clinical 3 3 3 0/6

Office Administration 11 0 5 0/22

Physical Education 11 8 10 4/22

Philosophy 5 0 2 4/10

Physics 3 0 0 2/6

Political Science 5 0 1 2/10

Psychology 13 0 1 11/26

Reading 5 4 4 8/10

Sciences 1 0 0 0/2

Sociology 5 0 2 2/10

Spanish 8 1 2 4/16

Speech 5 1 1 4/10

Theatre Arts 5 0 0 0/10

Welding Technology 16 3 11 16/32

Water Technology 4 0 0 0/8

Grand Total 563 68 188 277/1126

SLO Progress to Date

Total # Courses # Updated CORs # Course w/ SLOs Identified # Courses w/ Matching SLOs

563 68 188 133

SLOs“Assessment of student learning outcomes and related dialogue

should be integral to the planning process, such as by embedding SLO dialogue into program review.”

“To complete a full assessment cycle, the College must accelerate its efforts to assess all student learning outcomes, for every course…”

SLO Definition

Student Learning Outcomes:

Clear statements of what a student will learn and be able to demonstrate upon completing a course or program. They describe the assessable and measurable knowledge, skills, abilities or attitudes that students will attain by the end of a learning process.

SLOs are action statements for our students. Having an outcome focus at our school keeps us centered on what the students get as opposed to what it is we give.

The Basic Features of SLOs

1. SLOs focus on what learners will do, and not what instructors will cover

2. SLOs use action verbs

3. SLOs aim at higher-level learning and are not content focused

4. SLOs capture the big-picture; the overall, basic purpose of the learning process

5. SLOs capture what students are supposed to do

6. SLOs ask students to apply what they have learned

7. SLOs make reference to criteria used for student assessment

8. SLOs can be assessed

Outcome vs. Objective

Outcomes are the BIG picture for a course or program, and they are focused on the student’s perspective. There are typically 3-6 SLOs per course and per program. They cover the entire course, and outcomes are the focus of instruction. Mastery of these SLOs is the key to successfulcompletion of a course.

To achieve an SLO, an instructor or learning support team member may have to present and assess several objectives. Objectives are the teacher-focused directives that help you lead a student to their outcome.

Why SLOsStudent Learning Outcomes are critical because they:1. Guide instruction

~it shows you what to teach2. Define assessment

~it shows you what to test3. Justify the purchase of instructional equipment and classroom supplies

~it shows us what to buy4. Establish the academic and licensure requirements of faculty

~it shows us who should teach5. Ensure programmatic requirements (licensing boards, etc.)are met

~it connects to professional organizations6. Are an accreditation requisite of ACCJC/WASC

~it is the movement of all higher ed to focus more on the student than the teacher or topic

Why SLOsStudent Learning Outcomes are critical because they:1. Guide instruction

~it shows you what to teach2. Define assessment

~it shows you what to test3. Justify the purchase of instructional equipment and classroom supplies

~it shows us what to buy4. Establish the academic and licensure requirements of faculty

~it shows us who should teach5. Ensure programmatic requirements (licensing boards, etc.)are met

~it connects to professional organizations6. Are an accreditation requisite of ACCJC/WASC

~it is the movement of all higher ed to focus more on the student than the teacher or topic

Institutional Learning Outcomes

• SLO #1 Critical and Creative Thinking:• Students will identify problems and collect data in order to analyze, interpret, explain and evaluate texts, ideas, works of art

and scientific and mathematical problems.

• SLO #2 Communication:• Students will communicate effectively and interactively in written, spoken or signed, and artistic forms.

• SLO #3 Community and Global Awareness:• Students will understand and empathize with diverse cultural, social, religious and linguistic differences within and across

societies.

• SLO #4 Personal and Professional Growth and Development:• Students will develop personal, educational and career goals that promote self-reliance; lifelong learning; and physical,

mental, and social well-being.

• SLO #5 Information Competency:• Students will identify and collect information effectively from a variety of sources and analyze, evaluate and apply

information appropriately.

• SLO #6 Technological Competency• Students will effectively use contemporary technology relevant to their personal and career choices.

Types of Student Learning Outcomes

Institutional Learning Outcomes (ILOs) describe the qualities, professional abilities, and outstanding character of stellar graduates, regardless of program. These outcomes are intertwined with PVC mission and values, and can be applied throughout the institution.

Program SLOs (PLOs/LSOs) refer to the targeted outcomes of the entire program. Each course within a program should, in some meaningful way, support one or more program SLOs.

Course SLOs (CLOs) describe what a student learns and should be able to do at the end of the course.

http://www.paloverde.edu/accreditation/slo.aspx

Types of SLOs: Institutional (ILOs)

SLO #1 Critical and Creative Thinking:

Students will identify problems and collect data in order to analyze, interpret, explain and evaluate texts, ideas, works of art and scientific and mathematical problems.

SLO #2 Communication:

Students will communicate effectively and interactively in written, spoken or signed, and artistic forms.

SLO #3 Community and Global Awareness:

Students will understand and empathize with diverse cultural, social, religious and linguistic differences within and across societies.

Types of SLOs: Institutional (ILOs) (cont.)

SLO #4 Personal and Professional Growth and Development:

Students will develop personal, educational and career goals that promote self-reliance; lifelong learning; and physical, mental, and social well-being.

SLO #5 Information Competency:

Students will identify and collect information effectively from a variety of sources and analyze, evaluate and apply information appropriately.

SLO #6 Technological Competency

Students will effectively use contemporary technology relevant to their personal and career choices.

Types of SLOs: Program (PLOs)

Outcomes in a program:

Every program at PVC has SLOs. These outcomes show what a student will be able to do at the end of their entire program. Each course in the program is linked to these outcomes, showing how all courses direct students to the whole program picture.

Samples:

AA for Transfer in Sociology SLO

SLO #1: See SLO for CSU-GE and IGETC

SLO #2: Explain and apply the major theoretical perspectives in sociology.

SLO #3: Interpret and communicate the "sociological perspective" and the diverse intersections of social categories, including race, class gender, sexuality, age, religion, and nationality.

Types of SLOs: Program (PLOs) (cont.)

Every course leads to a program outcome:

Map used to show all courses within a program, and whether students are introduced to, develop, and master that SLO.

Course PLO 1 PLO 2 PLO 3

BA 100 I, D

BA 110 D I

MKT 100 M

ENG 101 D

Types of SLOs: Course (CLOs)

Outcomes in a course:

Every course at PVC has SLOs. These outcomes show what a student will be able to do at the end of the course.

Sample:

FST 250

SLO #1 Identify hazardous materials and hazardous waste and the various federal, state, and local regulations that apply; respective agencies involved in regulation, enforcement of laws and response to incidents.

AST 105

SLO #2 Describe the key orbital and physical properties of Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Pluto.

Using SLOs

How do we use these?

In our syllabi

In our instruction

In our assessments

In an assessment/review cycle

In our personal reflection of teaching practice

Using SLOs in Our Syllabi

Every course taught at PVC requires a syllabus.

CLOs are copied from the Course Outline of Record and should be found on every syllabus. They should be incorporated into your daily calendar to help you and the students keep these outcomes as the main focus of all that you do.

It is important to distinguish Objectives from SLOs.

Syllabi Content PALO VERDE COLLEGE

OFFICE OF INSTRUCTION AND STUDENT SERVICES

DEVELOPING A SYLLABUS –

A clear syllabus gives students a sense of the course structure and should be distributed by the instructor on the first day of class. A typical syllabus provides students with the following information. All full-time Instructors teaching face to face classes, online and correspondence classes should include everything with the * and office location, hour and phone number. Instructors teaching only correspondence courses are to include everything with the*. I understand adjunct instructors you do not an office or office hours, but your telephone number is important to include.

- Course title and department number * - Meeting pattern (days of the week and time) - Pre and co-requisites* - Instructor’s name* - Instructor’ email* - Instructor’s Office location, hours and phone number (Full time faculty)* - Course description from the catalog WORD FOR WORD* - Textbook(s) and other required materials* - Course objectives from the Approved course outline* - Student learning outcomes, check with the Division Chair to ensure you have the latest SLOs* - Course bridge information* - Unique instructor requirement (i.e. cell phones, testing)* - Grading standards* - Ground rules (policies) pertaining to attendance, late work, make-up exams and extra credit* - Calendar of meeting dates with topics of instructional units to be cover* - Examination (including how many and what types)* - Assignments (reading and writing)* - Cheating policy* - Norms of classroom behavior - Availability of accommodations for students with disabilities* - Library and tutoring availability* - Directions for the distribution and returning of course work* - Instruction & Student Services Office for face to face and online classes – (760) 921-5500 - Correspondence Education Department – (760)-921-5595*

Using SLOs in Our Instruction

As a student, did you ever sit in a class and wonder,

“Why is she talking about this?”

When we have an outcome-focused classroom, this will not happen. Everything we do in the classroom should ultimately lead the student toward the outcomes of the course.

Therefore, if you think with that end in mind (the outcome), what will you do today to lead them?

On the following pages are some teaching guides and ideas, based upon Bloom’s Taxonomy.

What is Bloom’s Taxonomy?

In 1956, Benjamin Bloom led a group of educational psychologists to develop a taxonomy, or classification system, for learning. He proposed that learning fits into one of three psychological domains:

• the Cognitive domain – processing information, knowledge and mental skills

• the Affective domain – Attitudes and feelings

• the Psychomotor domain – manipulative, manual or physical skills

Within each of these domains, he identified different levels of learning.

Cognitive Dom ain Learn ing O utcom es R elated to Know ledge

Knowledge Comprehension Application Analysis Synthesis Evaluation Cite Label List Enumerate Identify Imitate Match Name Recall Reproduce State Write

Convert Define Describe Discuss Estimate Explain Generalize Identify Locate Paraphrase Restate Summarize

Apply Chart Compute Demonstrate Determine Dramatize Establish Make Prepare Project Solve Use

Analyze Compare Contrast Correlate Diagram Dissect Differentiate Distinguish Investigate Limit Outline Separate

Assemble Create Construct Design Develop Formulate Generate Hypothesize Invent Modify Reframe Synthesize

Access Appraise Conclude Critique Decide Defend Diagnose Evaluate Justify Rank Recommend Support

Psychomotor Dom ain Learn ing O utcom es R elated to Skills

Observe Model Recognize Standards

Correct Apply Coach

Hear Identify Observe See Smell Taste Touch Watch

Attempt Copy Follow Imitate Mimic Model Reenact Repeat Reproduce Show

Check Detect Discriminate Differentiate Distinguish Notice Perceive Recognize Select

Adapt Adjust Alter Change Correct Customize Develop Improve Manipulate Modify Revise

Build Compose Construct Create Design Originate Produce

Demonstrate Exhibit Illustrate Instruct Teach Train

Affective Dom ain Learn ing O utcom es R elated to Attitudes, Behaviors & Values

Receiving Responding Valuing Organizing Characterizing Accept Attend Describe Explain Locate Observe Realize Receive Recognize

Behave Comply Cooperate Discuss Examine Follow Model Present Respond Show Studies

Accept Adapt Balance Choose Differentiate Defend Influence Prefer Recognize Seek Value

Adapt Adjust Alter Change Customize Develop Improve Manipulate Modify Practice Revise

Authenticate Characterize Defend Display Embody Habituate Internalize Produce Represent Validate Verify

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

During the 1990's a group of cognitive psychologists, and other educational experts, led by Lorin Anderson (a former student of Bloom's), revised the taxonomy to reflect changes in terminology, structure, and emphasis.

Before we can understand a concept we have to remember it

Before we can apply the concept we must understand it

Before we analyze it we must be able to apply it

Before we can evaluate its impact we must have analyzed it

Before we can create we must have remembered, understood, applied, analyzed, and evaluated.

Blooms Cognitive Domain w/ Instruction Ideas

Category Verbs I nstructional Strategies / Products

Remember Recognizing, Recalling

Arrange, Count, Define, Describe, Draw, Duplicate, Identify, Label, List, Match, Name, Order, Point, Quote, Read, Recall, Recite, Recognize, Record, Repeat, Reproduce, Select, State, Write

Analogies, Audio, Charts, Examples, I llustrations, Lecture, Timelines, Video, Visuals Quiz, Definition, Fact, Worksheet, Test, Label, List, Workbook, Reproduction, Vocabulary

Comprehend Interpreting, Exemplifying, Classifying, Inferring, Comparing, Explaining

Associate, Classify, Compare, Compute, Contrast, Convert, Describe, Differentiate, Discuss, Distinguish, Explain, Express, Extend, Generalize, Give Examples, Identify, Indicate, Locate, Listing, Matching, Paraphrase, Predict, Recognize, Report, Restate, Review, Rewrite, Select, Sort, Summarize, Tell, Translate

Discussion, Learner Presentations, Questions and Answers, Reports, Summaries, Recitation, Summary Collection, Explanation, Show and tell, Example, Quiz, List, Label, Outline

Apply Executing, Implementing

Add, Apply, Calculate, Change, Choose, Classify, Complete, Compute, Demonstrate, Determine, Develop, Discover, Divide, Dramatize, Employ, Examine, Formulate, Graph, I llustrate, Interpret, Manipulate, Modify, Multiply, Operate, Organize, Perform, Practice, Predict, Prepare, Produce, Relate, Schedule, Shop, Show, Sketch, Solve, Subtract, Translate, Use

Demonstrations, Exercises, Microteach, Practice, Projects, Role Play, Simulations, Sketches Photograph, I llustration, Sculpture, Presentation, Interview, Performance, Diary, J ournal

Analyze Differentiating, Organizing, Attributing

Analyze, Appraise, Arrange, Breakdown, Calculate, Combine, Compare, Contrast, Criticize, Design, Detect, Determine, Develop, Diagram, Differentiate, Discriminate, Distinguish, Estimate, Examine, Experiment, Extrapolate, Formulate, Identify, I llustrate, Infer, Inspect, Inventory, Outline, Point Out, Question, Relate, Select, Separate, Subdivide, Test, Utilize

Case Studies, Critical Incidents, Discussion, Problems Graph, Spreadsheet, Checklist, Chart, Outline, Survey, Database, Mobile, Abstract, Report

Evaluate Checking, Critiquing

Appraise, Argue, Assess, Attack, Choose, Compare, Conclude, Contrast, Criticize, Critique, Defend, Determine, Estimate, Evaluate, Grade, Interpret, J udge, J ustify, Measure, Predict, Rank, Rate, Revise, Score, Select, Support, Test, Value, Weigh

Appraisals, Case Studies, Critiques, Exercises, Projects, Simulations Debate, Panel, Report, Evaluation, Investigation, Verdict, Conclusion, Persuasive speech

Create Generating, Planning, Producing

Arrange, Assemble, Categorize, Collect, Combine, Compile, Compose, Construct, Create, Debate, Derive, Design, Devise, Explain, Formulate, Generate, Group, Integrate, Manage, Modify, Order, Organize, Plan, Prepare, Prescribe, Produce, Propose, Rearrange, Reconstruct, Relate, Reorganize, Revise, Rewrite, Specify, Summarize, Synthesize, Tell, Transform

Case Studies, Constructs, Creative Exercises, Develop Plans, Problems, Projects, Simulations Film, Story, Plan, New game, Newspaper, Media product, Advertisement, Painting, Song

Assessment

Measuring Success: What is Assessment?

Assessment is a means of gathering information (evidence) about student achievement. We tell our students, our communities, and the Department of Education that our students will achieve specific outcomes. We assess our students in order to ensure that they are able to achieve the stated outcomes.

How do we know students achieve their outcomes?

How do we know our teaching practices are the best they can be?

Assessment also creates reflection. As we gather data about student achievement, we can use that data to celebrate our successes, as well as improve our teaching and learning process.

Measuring Success: What is Assessment? (cont.)

Assessment is more than a grade. Often the grade of one student does not give us a full picture of whether or not that student has actually learned and achieved the outcomes. Did you ever have a student that hardly ever came to class, yet got an A on the assignments? As the instructor, would you feel the grade was a full reflection of their achievement?

Assessment is more than a test. Think of all of the things you do in your course to measure student learning. We certainly wouldn’t want to know that a Medical Assisting student had “mastered” injections by taking a multiple choice exam! We want to look at all appropriate options and methods in which to measure our students’ success.

Various Assessment Tools� Question banks � Media Analysis

� Rubrics

� Class Debates

� Tests

� Scrapbooks

� Discussions

� Reflective Writing

� Essays

� Skill sheets

� Research Papers

� Puzzles

� Oral Presentations

� Diagrams & Flowcharts

� Case Studies

� Surveys

� Team Projects

� Service Learning

� Models

� Portfolios

Formative Assessment: Checking for Understanding

Assessment can be as easy as asking students at the end of class to:

• Write down what they learned that day

• Write a short response summarizing what was discussed during class

• Write down how today’s class meeting links to the previous class meeting

• Summarize two key points dealt with in class, and to share those two key points with the student sitting next to them

• Write down what was the clearest and most obscure point of the class today, and address these points during the next class meeting

• Open their books and quote three passages out of the text that illustrate three points dealt with in the classroom today

Teaching to the Test

You have probably heard the phrase “teaching to the test.” This is often used

in academic circles as a taboo, or something to avoid.

Yes, teaching “THE” test is not good form – if you show students what you will test, and have them regurgitate that exact info, it doesn’t show much learning.

However, if you are teaching to the outcomes, shouldn’t you be testing to those outcomes as well? Good assessment does actually test to what you teach – we lead students to master the important outcomes, and then we assess whether or not they actually have achieved them.

Teaching to the Test (cont.)

Think about each assessment you give ,or plan to give, to your students. Does it relate to what you want them to learn? Will you be confident in their ability to achieve the outcomes of the course with the assessments you are giving?

9 Principles of Good Practice

1. The assessment of student learning begins with educational values.

2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

5. Assessment works best when it is ongoing not episodic.

9 Principles of Good Practice (cont.)

6. Assessment fosters wider improvement when representatives from across the educational community are involved.

7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.

9. Through assessment, educators meet responsibilities to students and to the public.

A Few Types of Assessment DataDirect data: Direct data measures the exact value. For instance, a math test directly measures a student's learning in math by defining a criteria and standard, then having the student analyze a problem.

Indirect data: Data that measures a variable related to the intended value. For instance a person’s math skills may be indirectly measured through an employer’s questionnaire asking about the computational skills of graduating students.

A Few Types of Assessment Data (cont.)

Qualitative data: Data collected as descriptive information, such as a narrative or portfolio. These types of data, often collected in open-ended questions, feedback surveys, or summary reports, are more difficult to compare, reproduce, and generalize. It is bulky to store and to report; however, it is often the most valuable and insightful data generated, often providing potential solutions or modifications in the form of feedback.

Quantitative data: Data collected as numerical or statistical values. These data use actual numbers (scores, rates, etc.) to express quantities of a variable. Qualitative data, such as opinions, can be displayed as numerical data by using Likert scaled responses which assigns a numerical value to each response (e.g. 5 = strongly agree to 1 = strongly disagree). This data is easy to store and manage; it can be generalized and reproduced, but has limited value due to the rigidity of the responses and must be carefully constructed to be valid.

A Few Types of Assessment Data (cont.)

Formative assessment: Formative evaluation involves assessment and analysis that generates useful feedback for development and improvement. The purpose is to provide an opportunity to perform and receive guidance (such as in class assignments, quizzes, discussion, lab activities, etc.) that will improveor shape performance on a final or summative evaluation.

Summative assessment: Summative evaluation is a final determination of particular knowledge, skills, and abilities. This could be exemplified by exit or licensing exams, senior recitals, or any final assessment which is not created to provide feedback for improvement, but is used for final judgments.

Authentic AssessmentAssessment is authentic when we directly examine student performance on worthy intellectual tasks.

Authentic assessments require students to be effective performers with acquired knowledge.

Authentic assessments attend to whether a student can craft polished, thorough and justifiable answers, performances, or products.

Wiggins, Grant (1990)

CLO Alignment – Self Assessment

How do my assignments align with the outcomes?

Assessments include any assignments and activities that are given throughout the course: papers, discussions, projects, skill sheets, daily homework, quizzes, midterm, etc.

For each assessment tool you use, determine which CLOs are addressed with that assignment or assessment.

Are the CLOs addressed adequately?

Do I have any assignments that don’t meet or lead to a CLO? Why do I assign them?

Using SLOs in Our Assessment-Review Cycle

Our goal is to regularly use data gathered related to SLO achievement. We are incorporating that data into Program Review, and that data can direct the paths of our future students. Through review, we can decide where to modify – to adjust teaching (in general, or in self-reflective practice), outcomes, andprograms – in order to best serve our students.

Outcome Assessment Cycle

Define and Refine

Learning Outcomes

Improve

SLOs are revised based on data,

through Program Review

Plan and Provide Learning

Opportunities

Analyze Results

Assess Learning

FAQs:

Can I add/teach something that I think is important but it’s not part of the CLOs or PLOs?

Most definitely! The key is to ensure that you are meeting the standards and facilitating the student to meet the SLOs that are stated, but you are always more than welcome to add additional info if you have time. If you see it as something that should be a regular part of the course, we ask that you bring that up for program review.

FAQs:

Does each question on a quiz or test have to relate to a specific CLO?

Great question! The quick answer is no. Not every question needs to tie to a specific CLO, and in reality, that would be almost impossible. We do want most of our questions to relate somehow to the goals of the class, and be meaningful in the outcome for the students.

FAQs:

Should every CLO be in every assessment we do?The quick answer is no. In an exam, not every question needs to tie to a specific CLO, and in reality, that would be almost impossible. We do want most of our questions to relate somehow to the end goals of the class and be meaningful in the outcome for the students. So if you have assessments that don’t add meaning, why torture yourself and your students with irrelevant assignments (and grading!)?Also remember that assessments mean more than tests, so not every assessment you do of your students will directly tie to CLOs.

FAQs:

Should students have an understanding of CLOs?Most definitely! As adults, the more we know and are involved in our own learning structure, the more effort we put into the learning! Think of yourself – if someone tells you “This is why we are doing this activity and it will get you to this successful outcome,” aren’t you more likely to participate?

FAQs:

Why it is important to master the CLOs and PLOs?Not the only reason, but the best one is this: SLOs are a promise to our students. It is through these SLOs that we can tell students “This is what you will be able to do” and then, in turn, be able to hold those students accountable for doing their part in the learning.In general, education can often vary. Depending on the school attended, or often even which professor is chosen, class content could vary greatly. We use SLOs as a way to uphold a promise to them. No matter which campus, which instructor, or which time of day, students will get the same high quality education.

FAQs:

Who decides what the CLOs should be in any particular course? Is it possible to suggest PLOs for your program?

Enthusiastically, I say that instructors are the ones that can decide CLOs and objectives for a course. Some CLOs may become outdated or irrelevant, and we now have a goal to constantly review our CLOs for relevancy and measurability.

So, the answer to your second question is an emphatic YES! This is done collaboratively and democratically, through a process called Program Review. Program Reviews happens no less than every three years for your program, and often have several follow-up meetings. Connect with your Division Chair or the Office of Instruction and Student Services for a current schedule for your program, and to let them know you would like to participate.

Future Resource MaterialsStudent Learning Outcomes

SLOs

GuidelineQuick Sheet ReferencesTips and FAQs for PVC

Program Review

What is Program Review?

Program Review is a faculty-driven inquiry process that provides a structure for continuous quality improvement of each academic program. The process brings together key program constituents to evaluate a wide range of data about the program in order to reflect on the health of the program and the level of student learning. As a result of analysis of data portfolio, constituents construct plans for program improvement and enhancement.

Purpose of Program Review1. Instill a culture of evidence-based decision making for the

planning and improvement of each academic program through the systematic analysis of student achievement and student learning data.

2. Initiate dialogue about student learning and achievement among key program constituents.

3. Impart an alignment among the College mission, core values, curriculum, teaching practices, and a commitment to student learning into the College culture.

4. Sustain compliance with ACCJC standards.

Cycle of Outcomes and Assessment

Program changes are made based on data,

through Program Review

During the ReviewDuring the meeting time is spent analyzing the data portfolio along and additional evidence then identifying course and/or program improvements based on this analysis.

Improvements may include, but are not limited to (WASC, 2009):

• Refining course level Student Learning Outcomes (CLOs) and/or Program Learning Outcomes (PLOs)

• Realignment among curriculum, course level Student Learning Outcomes (CLOs), College mission statement, College core values and Institutional Learning Outcomes

During the Review (cont.)• Curriculum changes to improve student learning based on evidence

• Refining, reorganizing or refocusing curriculum to reflect changes in the accrediting agency, discipline or profession

• Professional development opportunities

• Refining course and program assessment processes

• Purchasing of new equipment or supplies based on evidence

• Refining of course grading components

Student Learning Dialogue

• What does the snapshot of the course tell me?• What student work is generating the outcome data? Exams? Skills Checks?

Projects?• Are these pieces of student work the best pieces to collect student learning

data from?• Is the amount of data collected appropriate to provide an accurate reflection

of student learning?• Are the students meeting success benchmarks? If so, what can we share with

other courses/programs? If not, what should we adjust?• Are student learning success rates consistent with grades? Do we need to

adjust how we grade our students?• What else stands out about the student performance?

Evidence and Support Documentation

Productive Evidence Unproductive Evidence

Productive Evidence includes but is not limited to:

· Documented Advisory Board minutes

· Statements from Advisory Board members, extern sites, clinical sites, employers

· Detailed recommendations from programmatic accrediting associations

· Details on new laws and /or legislation

· Course comparison with similar institutions

· CLO data

· PLO data

· Retention data

· Placement data

· Grades

Unproductive Evidence includes but is not limited to:

· Personal commentary and opinionnot supported by productive evidence

· Generalized statements such as “All of our students say…”

· Marketing materials from publishers

Learning Outcome Data Observations and Analysis Example

. Achieve Student Learning Outcomes: Learning Outcome Data Observations and Analysis

Learning Outcome Aggregated data was reviewed for the date range 1/28/2013 to 12/09/2013. No PLO data was collected for these courses: courses are shared courses between the Medical Assisting Program and the Medical Billing Specialist Program.

A. Course Learning Outcome Data observations (Course Outcome Results):

1. Data was electronically collected on 25 of the 32 CLOs in all the MO/MA shared courses (78%).

a. 14 of the 25 CLOs measured (56%) met or exceeded the achievement benchmark of 85%.

b. 11 of the 25 CLOs measured (44%) did not meet the achievement benchmark of 85%.

2. Specific course observations by faculty.

a. HCP101 – Structural Anatomy and Physiology:

Three of six HCP101 CLO’s (CLO 1, 5, and 6) meet the achievement benchmark of 85%. CLO 4 is close to meeting benchmark at 82%. CLO 2 and 3 are below benchmark at 72% and 58%.

Changing the test format to increase student achievement was discussed. Discussion forum to be added to CR to address topic-Task 1

Low daily class attendance a possible contributor to low CLO achievement. Grade weight components to be modified to increase student attendance. Action 1

Program Assessment PlanPROGRAM ASSESSMENT PLAN

Business Administration Program Assessment Page 1 of 5

Program: Business Administration Program Date: 9.12.2014

ALIGNMENT STATEM ENTS Mission Alignment

Include a one-two sentence explanation of how this program aligns with PVC’s mission. Mission Alignment: The Business program provides graduates with the general business skills necessary to enter the workforce. The curriculum includes theory and practical application including the MS Office applications of Excel, Access, Word, PowerPoint and Outlook, and accounting. Through the Business Capstone course, students create and manage a small business, a balance of academic instruction and hands-on training. Emphasis on professional development in each course prepares graduates to successfully interact with professionals in business.

Values Alignment The Core Values at PVC are: Excellence, Learning, Integrity and Ethics, Diversity, Creativity, and Civic Responsibility.

Include a one-two sentence explanation of how this program aligns with PVC’s values. Values Alignment: The Business Program supports the core values of PVC by developing skills necessary for success in the business world. Students are encouraged to participate in professional organizations, such as SIFE (Students in Free Enterprise) and PTK (Phi Theta K a ppa) w h ich enable them to interact with the community. Through hands-on projects and case studies, business students are exposed to the diversity of modern business and the importance of integrity and excellence in the Business world.

Institutional Learning Outcomes The Institutional Learning Outcomes (ILOs) at PVC apply to all students (and employees) regardless of program or position. SJVC’s ILOs include having graduates who are skillful at Critical and Creative Thinking, Communication, Community and Global Awareness, Personal and Professional Growth and Development, Information Competency, and Technical Competency.

Include a one-two sentence explanation of how this program aligns with PVC’s ILOs. ILO Alignment: The Business curriculum aligns with the PVC’s Institution learning outcomes of personal and professional growth and development by demonstrating the social skills, professional appearance, attitudes and behavior that employers expect. The ILO’s of Information and technical competency are demonstrated through the applications of business skills including accounting, MS Office certification, and other simulated office programs. Students must demonstrate skills in both written and oral communication. Students’ participation in professional organizations which interact with the community demonstrates their community and global awareness.

Assessment ProcessAssessment Methods Describe 2-4 assessment methods and/or tools used to evaluate student achievement of PLOs.

Criteria are rubrics, skill sheets or other tools used to measure whether the outcome has been met. Achievement target describes the expected mastery level of the PLOs (e.g. 85% or level 3 on a 4 point rubric). Achievement target is not the same as a passing grade.

Assessment or

Evaluation Method

Criteria (Rubric)

Achievement Target

Data Collection Method

(if not done through

eCourses)

PLO 1 Perform general business functions.

BUS 400 Accounting Business Suite

BUS 400 Accounting Business Suite Rubric- Row 1

Level 3 on the 4 point rubric- Meets or Exceeds Expectation

BUS 400 Business Plan Binder Evaluation

BUS 400 Business Plan Binder Evaluation Rubric- Row 1

Level 3 on the 4 point rubric- Meets or Exceeds Expectation

PLO 2 Demonstrate resource management and accounting skills.

BUS 400 Accounting Business Suite

BUS 400 Accounting Business Suite Rubric- Row 1

Level 3 on the 4 point rubric- Meets or Exceeds Expectation

PLO 3 Demonstrate a working understanding of economics/marketing and how they correlate to current global business trends

BUS 400 Project Part I

BUS 400 Project Part I Rubric- Row 1

Level 3 on the 4 point rubric- Meets or Exceeds Expectation

BUS 400 Project Part II-Part A

BUS 400 Project Part II-Part A Rubric- Rows 1, 3, 4, 5

Level 3 on the 4 point rubric- Meets or Exceeds Expectation

PLO 4 Demonstrate keyboarding and ten key skills commensurate with industry standards.

BUS 160 Keyboarding Benchmark

BUS 160 Keyboarding Benchmark Rubric- Overall Score

Level 2 on the 2 point rubric

Assessment or Criteria Achievement Target Data Collection

Focus on Analysis

Observation: Identify SLOs where students are not achieving established target.

Analysis: What other collected measures do you have the confirm student are/are not learning the concepts identified in each CLO? (quiz scores, homework, tests, exams, projects, writings, etc.)

Focus on Analysis (cont.)

Analysis: Compare those measures to CLO results. Do these other measures confirm the

CLO data is accurate?

Analysis: If the CLO data is accurate, identify teaching and learning strategies that can be

incorporated into the course to improve student learning the next time the course is taught

Analysis: If the CO data is not accurate, explain the discrepancy between the CLO

results and the other measures you compared it to.

(timing, measurement tools, thresholds, etc.)

Focus on Analysis (cont.)

Program Review Update

The Program Review Committee is looking at the program review handbook, and will be looking to emphasize the collection, and analysis of, student learning outcome data.

Continue to proceed with outstanding program reviews, however, use this opportunity to identify authentic assessment and relevant benchmarks that can provide SLO data. The Committee will be looking for examples of assessment, data based on the assessments, and how that data informs action.

Initial Action Plan• Revive SLO Committee.• Update CORs to newest version that distinguishes between

Objectives and SLOs.• Identify measurable authentic assessments that are mapped to

SLOs/PLOs.• Collect, analyze, and inform decision making through meaningful

review of SLO data.• Revise program review handbook.• Integrate SLOs into institutional decision making and planning,

completing full cycle of sustainable continues improvement.

Reflection• Describe the importance of SLOs in planning and decision making.• Differentiate the various levels of SLOs and their relationship to one

another.• Demonstrate ability to formulate an SLO.• Define authentic assessment and mastery.• Describe the program review process, and the role of SLOs and

assessment data.

This is only the beginning!!!