Post on 23-Sep-2020
Curtis Biggs, Director, Dual Credit Programs
Stoney Gaddy, Director, Distance & Distributive Learning
Sheridan College | Gillette College
College Assessment of General Education Outcomes in Concurrent Enrollment Classes
Assessment of Student Learning
• Assessment of Student Learning is a participatory, iterative process that:• provides data/information you need on your students’
learning,
• engages you and others in analyzing and using this data/information to confirm and improve teaching and learning,
• produces evidence that students are learning the outcomes you intended,
• guides you in making educational and institutional improvements,
• and evaluates whether changes made improve/impact student learning.
Student Learning, Assessment, and Accreditation - The Higher Learning Commission, February 2006
Concurrent Enrollment Programs @ NWCCD: Overview
• Partnering with High Schools
• Curriculum alignment workshops
• Mastery and delivery of expected course competencies
• Credentialing and professional development
• College-supported tools training (LMS, software, support services)
• Program Pathways
• Grant opportunities
• Early capture of student information
• Increasing College Credit Completion
Why assess?
• ULTIMATE GOAL - Ensure learning is taking place
• To develop activities and assignments that foster the learning process.
• To develop assignments and exams that include measurable competencies for assessing outcome achievement levels.
• To measure competency achievement levels so that instructional methods can be modified (CQI).
• To report outcome achievement levels and provide the institution with verification that learning is taking place and improvements are being made.
• To provide quantifiable data for AQIP reporting efforts
• It was “freeing” to let students know that it was all of our responsibility to get through the curriculum for the sake of rigor and transferability.
• Fosters a culture of evidence
Assessment Integration into CE
• Evidence and credibility in the CE classroom
• Reinforcement of alignment with CE partners
• Performance analysis in subsequent courses
• Collective understanding and effort among faculty
Implementing an Assessment Plan
• Identify standards and trend resources
• Develop measurable course outcomes
• Content-specific
• Core Abilities
• Benchmarking expected results
• Document assessment results
• Changes, recommendations, and/or enhancements (Action Planning)
• Reporting Outcome Achievement Levels
Identify standards and trend resources
• National resources• Education Standards (e.g., Skills 2000, Degree Qualifications Profile)
• Industry Certification Standards
• Industry Trends
• College and University Offerings – Best Practices
• State resources• Consortium groups
• Qualified admissions requirements for high school graduates
• Common Core Standards
• Institution/Community resources• Advisory boards
• Assessment committees (Student Progress and Learning)
• Adopted Core Abilities (Critical thinking, Communicate Effectively, Historical Perspective, Artistic Awareness)
Benchmark expected results
• Without benchmarking and comparative data, an overall average score of 2.38 for Outcome I is meaningless.
• Benchmarking expected results
• Benchmarking
• A point of reference for a measurement.
• Sample Benchmark
• The overall Fall 2013 average score for “outcome x” will be 2.00.
engages faculty to analyze and use this data/information to confirm and improve teaching and learning,
Document assessment results
Competency Levels
Competency Statements
Competency Scores
Average Competency Scores
Overall Competency Average for Outcome
Supporting CE Assessment
• Administration of Core Ability assessment
• Collaboration between high school & college faculty and administration
• Professional development opportunities
• Access to and support of LMS and other technologies
• Pathway packages
• Student mentoring/college and career readiness
• Customized advising and progress checks
Early Childhood EducationCurriculum Development and Alignment Workshop
• Offering the Intro to Early Childhood Education in a Web-enhanced classroom environment in order to introduce and prepare students for the program of study and additional online ECE courses
• Conducted a three-day workshop• Course organization• Course competencies• Assessment activities• Learning activities• Blackboard, Turnitin, and Collaborate basics• Site visits
• Developed the course shell for each instructor• 80% of the course ready to go
• Courses are scheduled; instructors and students have access to Blackboard
• Provide technical support as needed along the way
Intro to Online Learning (I2OL)
What’s Next?
• Continue workshops that integrate CE faculty
• Continue building team sites for faculty sharing
• Ensure that courses are continually reviewed and updated:
• Outcomes, including those that involve core abilities
• Learning activities and resources
• Assessment strategies
• Work towards integrating CE faculty into the assessment process
• Benchmarking
• Documenting
• Making curriculum changes
• Reporting (institutional and accreditation)
• Digitizing
• Integration of CE faculty into Student Progress and Learning (SPAL) committee