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General Education Assessment Plan Fall 2014Johnson County Community College
Office of Outcomes Assessment2013-2014 Annual Report
Table of Contents
What is Assessment? .................................................................................................................................... 2
Framework of Assessment at JCCC ............................................................................................................... 3
Guiding Principles of the Academic Assessment Process at JCCC ................................................................ 3
JCCC Statement of General Education .......................................................................................................... 5
General Education Designation .................................................................................................................... 6
General Education Assessment ..................................................................................................................... 7
Distribution of General Education Curriculum ............................................................................................. 9
Mapping the General Education Curriculum .............................................................................................. 10
Timelines for Assessing the Curriculum ...................................................................................................... 10
Assessment Benchmarks............................................................................................................................. 13
Glossary of Terms.................................................................................................................................... 14
Appendices/Forms
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What is Assessment? “Assessment is the ongoing process of:
Establishing clear, measurable expected outcomes of student learning
Ensuring that students have sufficient opportunities to achieve those outcomes
Systematically gathering, analyzing, and interpreting evidence to determine how well student
learning matches our expectations
Using the resulting information to understand and improve student learning.”
Linda Suskie (2005), Assessing Student Learning: A Common Sense Guide
A process of assessment is essential to continuous improvement and therefore a commitment
to assessment should be deeply embedded in an institution’s activities. For student learning, a
commitment to assessment would mean assessment at the institutional and program level that
proceeds from clear goals, involves faculty at all points in the process, and analyzes the
assessment results.1
1 Higher Learning Commission “Criteria for Accreditation - Guiding Values” document
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Framework of Assessment at JCCC
The faculty of JCCC has established curriculum-wide student learning outcomes for all students.
These outcomes are the heart of a continuous cycle of inquiry, assessment, and improvement.
Regular assessment of student achievement of these outcomes is used to develop
improvement strategies and demonstrate our accountability for our students’ learning.
Assessment produces data we can use to make evidence-based decisions related to curriculum,
instruction, and resources.
Guiding Principles of the Academic Assessment Process at JCCC
1. Assessment is a vehicle for improvement of student learning, not an end in itself. As such,
assessment is fueled by thoughtful questions posed by faculty that identify data to be
collected and analyzed in order to illuminate opportunities to develop and implement
initiatives in curriculum, instruction, and support services. For assessment to function
formatively, assessment results must be used appropriately to provide direction and
guidance for improving curricula and related student experiences.
2. Assessment works best when it is ongoing, not episodic, and when it is multi-dimensional,
employing multiple methods. Assessment is a process whose power is cumulative.
Improvement in student learning is a long-range process.
3. Assessment works best when it has clear, shared, implementable goals. Assessment
activities are goal-oriented and involve comparing student performance with the purposes
and expectations of the faculty as expressed in program and course design.
4. Academic assessment is a curricular issue, and therefore is the responsibility of the
faculty. Faculty-driven assessment is instigated, designed, conducted, analyzed, interpreted
and acted upon by the faculty. Regular assessment of student achievement of student
learning outcomes is used to develop improvement strategies and demonstrate our
accountability for our students’ learning.
5. The independence of instructors, departments, and divisions in approaches to assessment
is crucial to the assessment process. Just as individual faculty value autonomy in assessing
course-level objectives, the faculty value independence in assessing curriculum-wide
student learning outcomes at JCCC. For assessment to be meaningful, it should be localized
in the departments, measure student success using tools the faculty in a discipline respect
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and generate information a department can use to improve student learning or update the
curriculum.
6. Assessment results will not be used for evaluation of individual faculty.
7. Assessment data will not be used to make comparative judgments across departments or
divisions. Assessment data is intended to be used to for the facilitation of student,
curricular, and college development and is not intended for comparative judgments. For
assessing student learning outcomes across the college, results are looked at in the
aggregate.
8. Successful assessment requires institutional support and resources. Planning and
implementing assessment activities depend on the availability of faculty time, resources and
support to produce meaningful results over a sustained period of time. Ongoing assessment
efforts within departments and divisions require institutional funding for appropriate
staffing, faculty time, and materials.
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JCCC Statement of General Education
General education at JCCC combines essential thinking skills with knowledge from areas such as
the arts, communication, humanities, language, mathematics, natural sciences, and social
sciences. It prepares students to become lifelong learners capable of making informed, ethical
decisions in an increasingly complex and diverse global community.
The eight student learning outcomes (SLOs) adopted by the college expect students who pursue
a course of study at JCCC will be expected to:
1) Access and evaluate information from credible sources.
2) Collaborate respectfully with others.
3) Communicate effectively through the clear and accurate use of language.
4) Demonstrate an understanding of the broad diversity of the human
experience.
5) Process numeric, symbolic, and graphic information.
6) Comprehend, analyze, and synthesize written, visual and aural material.
7) Select and apply appropriate problem-solving techniques.
8) Use current technology efficiently and responsibly.
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General Education Designation
The approval process for courses requesting general education designation requires the
offering to address the following criteria:
1. Is the course a college-level survey course?
The course is not remedial/developmental; focuses on foundational concepts, methods
and theories of use to students beyond specific careers; does not require discipline-
specific knowledge; reflects the Johnson County Community College Statement of
General Education.
2. How does the course build on college-level reading, writing, speaking and/or
mathematical skills, including symbolic, information and visual literacies?
3. How does the course present students with concepts, theories or knowledge that can
be applied across disciplines?
The course presents students with opportunities for analysis and problem solving;
enhances students’ ability to conduct critical inquiry, including skills in researching,
evaluating, applying and synthesizing information; examines various methods of inquiry;
and encourages original thinking.
4. How does the course promote an understanding of knowledge and learning as
collaborative and shaped by social interaction and influences?
The course encourages students to consider a variety of opinions and methods of
research when developing an informed personal viewpoint; enhances students’ ability
to participate in their communities as ethical, independent, reflective and responsible
citizens; supports students to recognize personal, cultural and institutional values; and
encourages students’ responsibility to self and others.
5. How does the course enhance students’ understanding of the human experience? The
course expands students’ understanding of those concepts and theories that shape
society, history, and culture, both nationally and globally; and introduces a variety of
historical, cultural, political, aesthetic, scientific, ethical, or analytical perspectives.
6. How does the course encourage students to consider and construct multiple
perspectives?
The course provides students multiple critical frameworks for considering contemporary
social, ethical, technological, and scientific topics; teaches methods of applying
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information across disciplines; encourages students to develop an informed personal
viewpoint; provides students with the opportunity to analyze and interpret information
from a variety of perspectives.
General Education Assessment
The General Education Assessment Plan of the college was built upon the overall assessment
culture of the institution, the work of the General Education Task Force and the Assessment
Council. The assessment of general education courses at the college includes both direct and
indirect forms of assessment taken over multiple classes and over multiple points in time.
Direct Assessment
The direct form of assessment takes place in the classroom in the form of embedded
assessments. The tools of embedded assessment fall in to three broad categories and are tied
to specific general education student learning outcomes: 1) Pre/Posttest of content
knowledge; 2) Rubrics designed to measure student artifacts; 3) Questions or Assignments
embedded within coursework.
Embedded assessment is a particularly efficient approach to measure student learning because
it makes use of tasks instructors already assign in their courses, thereby being reflective of what
takes place in the course; allowing the results to be used with confidence to drive improvement
in the curriculum. A variety of assessment methods are used by faculty for embedded
assessments and vary across disciplines. These can include student artifacts such as writing
assignments, exam questions, original artwork, and performances.
Indirect Assessment
The indirect form of assessment used for the purposes of general education student learning
outcomes is a series of questions within the Community College Survey of Student Engagement
(CCSSE). Survey items from CCSSE represent empirically confirmed "good practices" in
undergraduate education. That is, they reflect behaviors by students and institutions that are
associated with desired outcomes of college. CCSSE doesn’t assess student learning directly, but
survey results point to areas where the college is performing well and aspects of the
undergraduate experience that could be improved.
CCSSE is administered in the spring semester to mostly returning students and asks them to
reflect on institutional practices and student behaviors. Specifically the college will examine
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student perceptions of their experience related to over-arching general education skills and
compare these results to national norms for community colleges. The survey questions to be
used include the following specific responses from CCSSE:
“How much has your experience at this college contributed to your knowledge, skills, and
personal development in the following areas?
Acquiring a broad general education
Writing clearly and effectively
Speaking clearly and effectively
Thinking critically and analytically
Solving numerical problems
Using computing and information technology
Working effectively with others
Understanding people of other racial and ethnic backgrounds”
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Distribution of General Education Curriculum The general education curriculum is distributed through 33 departments of the college. By
meeting the college’s general education requirements, a student will be exposed to key
concepts in a range of areas, including the sciences, mathematics, social sciences, humanities,
communication and fine arts, physical education and computer skills. A general education
course offers students concepts, frameworks or patterns of thinking that transcend disciplines
or career fields and allow students to think more deeply about issues. The distribution of
courses across these broad categories is reflected in the following chart.
0
10
20
30
40
50
60
Comm. Humanities SS/Econ Sci/Math Physical Ed ComputerSkills
General Education Categories
Fall 2013 Data
# of
Courses
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Mapping the General Education Curriculum In the Fall 2013 semester, faculty teaching courses designated as satisfying general education
requirements were asked to identify the primary student learning outcome addressed in the
course. Provided below is a mapping of the general education curriculum to the 8 student
learning outcomes. The nearly 200 courses were distributed across 33 departments. Student
learning outcomes 4, 5 and 6 make up the majority of the primary learning outcome chosen by
the departments; however, all student learning outcomes received coverage in the mapping.
Timelines for Assessing the Curriculum In addition to mapping the general education curriculum to the student learning outcomes,
faculty were tasked with identifying and implementing common assessment instruments in
their disciplines to be used across sections for the purpose of measuring the primary student
learning outcome for the general education courses. This method provides the best
mechanism to get meaningful and consistent results for assessment general education courses.
All faculty members teaching a general education course are required to participate in
assessment activities. For those departments offering a large number of sections, schedules
were established at the department level to rotate participation over a three year period.
0
10
20
30
40
50
60
70
80
90
SLO1 SLO2 SLO3 SLO4 SLO5 SLO6 SLO7 SLO8
General Education CoursesMapped to Student Learning Outcomes
Fall 2013 Data
# of
Courses
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Departments and Divisions will collect data each academic year and provide feedback on the
implications of the data on the curriculum. Curriculum impact might include changes to
courses, new textbooks, or overall curriculum changes planned for the coming academic year.
Aggregated data reporting will be completed by the Office of Outcomes Assessment. Reports
will be generated at the institutional level by student learning outcome. Aggregated data
reports will be shared with the divisions/departments, Vice President for Academic Affairs,
Assessment Council and external agencies as warranted.
Timeline for General Education Assessment Submission
Date Action Report Recipient
August (or before) Designate courses to gather general
education assessment data for
coming Academic Year.
Form A (pg. 13) Division/Department
Liaison
Office of Outcomes
Assessment
December/January Fall data submitted by course to
department/division designee
Form B (pg. 14) Division/Department
designee
January Faculty members discuss
implications of the Fall data.
Discussion captured
and submitted with
final report
Department designee
May/June Spring data submitted by course to
department/division designee.
Form B (pg. 14) Division/Department
designee
June/July Department/Course data aggregated
from the Fall and Spring terms.
Implications of data reported and
action plans developed based on
data.
General Education
Mastery Matrix
(Form C, pgs. 17-24))
Division/Department
Liaison
Office of Outcomes
Assessment
July Institution-wide data aggregated by Student Learning Outcome.
Reports generated and disseminated.
Divisions, Departments, Vice President for Academic Affairs, Assessment Council
August Faculty members discuss
implications of the Academic Year
data.
Report findings,
discussions,
curriculum decisions
Division/Department
Liaison
Office of Outcomes
Assessment
Cycle begins again
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Fall/Spring - GE Courses designated
collect data
Data collected is forwarded to
department/division designee
Results are aggregated and dissiminated to
the faculty in the department/division
Faculty engage in discussions on the
implication of the data
Results of discussion and aggregated data sent to the Office of
Outcomes Assessment
Faculty/Departments plan and act on results
of data
Aggregated Assessment Results disseminated to key
stakeholders
General Education
Assessment Cycle
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Assessment Benchmarks The General Education student learning goals provide a framework of assessment to inform curricular
change and to inform the institution on the state of student learning in the general education program.
The benchmarks noted below are at the institutional level and may vary from the benchmarks designated
by the department/division teaching courses in the General Education curriculum. The targets established
below are initial targets for the institution based on performance data from like institutions and may be
adjusted after the initial year of data collection.
Assessment Methodologies
Direct Assessment of Student Learning Outcomes
Institutional Benchmark
1) Access and evaluate information from credible sources.
2) Collaborate respectfully with others. 3) Communicate effectively through the clear and
accurate use of language. 4) Demonstrate an understanding of the broad
diversity of the human experience. 5) Process numeric, symbolic, and graphic
information. 6) Comprehend, analyze, and synthesize written,
visual and aural material. 7) Select and apply appropriate problem-solving
techniques. 8) Use current technology efficiently and responsibly.
Student Performance
Mastery - At least 10-15% of students should gain mastery of SLOs. Progressing – At least 65-70% of students should be progressing on SLOs. Low/No Mastery – Less than 20% of students should exhibit low or no mastery of SLOs. NOTE: Departments should discuss and
decide on criteria for Mastery,
Progressing, and Low/No Skills in general
education courses in your department.
Indirect Assessment of Student Learning Outcomes
Institutional Benchmarks
Survey Results from CCSSE question(s): “How much has your experience at this college contributed to your knowledge, skills, and personal development in the following areas?
Acquiring a broad general education
Writing clearly and effectively
Speaking clearly and effectively
Thinking critically and analytically
Solving numerical problems
Using computing and information technology
Working effectively with others
Understanding people of other racial and ethnic
backgrounds”
Student Perception
National 50th Percentile of Community College Students
responding to CCSSE questions
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Glossary of Terms
Assessment A continuous cycle of deliberative activities aimed at
monitoring and improving student learning; the
intentional collection of data that documents the level
of student learning of targeted core learning outcomes.
Direct Assessment Evidence that is produced directly from students’ work
that serves to measure a student learning goal. For
example: Portfolios, performances, papers, lab reports,
etc.
General Education Assessment Plan An assessment plan that uses direct and indirect
assessments to measure specific learning goals from
courses that meet the general education requirements.
General Education Curriculum A set of courses that all students must successfully
complete to graduate. These courses are designed to
guide students to essential thinking skills with
knowledge from areas such as the arts,
communication, humanities, language,
mathematics, natural sciences, and social sciences.
Indirect Assessment Techniques used that indirectly measure student
learning goals, such as surveys that measure student
perception of learning.
Rubric Expectations for student work; set of criteria used to
assess a student artifact such as a paper, presentation,
or assignment; scoring guidelines, including levels of
performance.
Student Artifacts Examples of academic work, produced by students, that
demonstrates their ability to fulfill a student learning
goal.
Student Learning Goal Student Learning Goals are statements that specify
what students will know, be able to do, or be able to
demonstrate when they have completed or participate
in a program/activity/course/project.
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Form A
Yearly Course Designation Form for Assessment of
General Education Student Learning Outcomes
Form B
Sample Reporting Template for Divisions/Departments
(For internal reporting of data)
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Form A
AY ____ General Education Assessment Plan Courses designated for Data Collection
Program/Department: _______________________________ Course # Sections
(Provide CRN) Assessed
Semester Data Collected
SLO being Assessed
Common Assessment Activity Scoring Mechanism Data Gathering Process
Legend: SLO = Student Learning Outcomes; Common Assessment Activity = reference page 27 in Appendix for examples; Scoring Mechanism = Rubric, dichotomous answers,
scaled response; Data Gathering Process = For example all students in x sections, or sampling of X students in X sections.
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Form B Sample Report for Internal Data submitted to Departments/Divisions
Course(s)
Assessment Method
Pre/Post – Rubric – Embedded (Other)
Mastery
#Mastery/# in Courses
Progressing
#Progressing/# in Courses
Low/No Mastery
#Low-No/# in Courses Provide Scoring Parameters for Mastery:
Provide Scoring Parameters for Progressing:
Provide Scoring Parameters Low/No Mastery:
Most significant assessment findings? (Pedagogical, curricular changes). Please report on actions taken and on ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C
8 General Education Mastery Matrix
(1 per Student Learning Outcome)
NOTE: Departments should discuss and decide on
criteria for Mastery, Progressing, and Low/No Skills in
general education courses.
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Form C General Education Mastery Matrix
SLO # 1 – Access and evaluate information from credible sources
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Student uses appropriate methods to find and evaluate information in order to distinguish between credible and non-credible sources and select the most appropriate source(s).
Progressing Definition: Student is able to differentiate between credible and non-credible sources, but not understanding all aspects of relevant tools or evaluating the source fully.
Low/No Mastery Definition: Student cannot consistently differentiate between credible and non-credible sources.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 2 – Collaborate respectfully with others
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Student engages team members in ways that facilitate their contributions to meetings by both constructively building upon and synthesizing the contributions of others.
Progressing Definition: Student engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification
Low/No Mastery Definition: Student exhibits low commitment to collaboratively work with team members.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 3 – Communicate effectively through the clear and accurate use of language
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Student consistently presents ideas, information and concepts clearly without error that detracts from communicating accurately with the target audience.
Progressing Definition: Student generally presents ideas, information and concepts clearly, but with error that decreases accuracy of the message communicated with the target audience.
Low/No Mastery Definition: Student presents ideas, information and concepts unclearly, with errors that obscure the message communicated with the target audience.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 4 – Demonstrate and understanding of the broad diversity of the human experience and the individual’s connection to society.
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Student demonstrates evidence of adjustment in attitudes and beliefs. Learning from diversity of communities and cultures.
Progressing Definition: Student has awareness that attitudes and beliefs are different from those of other cultures and communities.
Low/No Mastery Definition: Student expresses attitudes and beliefs as an individual. Is indifferent or resistant to what can be learned from diversity of communities and cultures
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 5 – Process numeric, symbolic and graphic information
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Student provides accurate explanations/ processing of mathematical forms. Makes appropriate inferences based on that information.
Progressing Definition: Student provides somewhat accurate explanations/ processing of mathematical forms. but occasionally makes minor errors related to computations or units.
Low/No Mastery Definition: Student attempts to explanations/processing of mathematical forms, but draws incorrect conclusions about what the information means, or commits major computational errors.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 6 – Read, analyze and synthesize written, visual and aural material
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Student consistently recognizes and can communicate implications of the material for contexts, perspectives, or issues.
Progressing Definition: Student draws basic inferences about context and purpose of the material.
Low/No Mastery Definition: Student exhibits little to no understanding of material.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 7 – Select and apply appropriate problem-solving techniques
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Most of the time, a student is able to identify specific problems to be solved and apply an appropriate process and sequence to achieve the solution.
Progressing Definition: More than half the time, a student is able to identify specific problems to be solved and apply an appropriate process and sequence to achieve the solution.
Low/No Mastery Definition: Student is rarely or never able to identify specific problems to be solved and apply and appropriate process and sequence to achieve the solution.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, instructional or curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Form C General Education Mastery Matrix
SLO # 8 – Use Technology efficiently and responsibly
Course(s)
(Aggregate
reporting of all sections of a
course)
Assessment Method
Pre/Post – Rubric - Embedded
Total Number of Students Assessed in
Courses being Reported
Mastery Definition: Most of the time the student demonstrates the ability to use technology efficiently and responsibly.
Progressing Definition: Some of the time the student demonstrates the ability to use technology efficiently and responsibly.
Low/No Mastery Definition: Student rarely or never demonstrates the ability to use technology efficiently and responsibly.
# in Class Attaining Mastery # in Class Progressing # in Class with Low/No Mastery
Most significant assessment findings? (Pedagogical, curricular changes). Please report on actions taken and ongoing assessment plans. (Assessment reporting templates can be found in the appendix.)
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Question
Plan
Collect & Score
Analyze & Discuss
Report & Act
Step 1. Meaningful assessment starts with a question! What do I want to know about my students
and why is it important? This is an important step whether the assessment will take place
at the course, program, or general education level.
Step. 2. Plan. How will you answer your question?
What type of data will help you answer your question?
What is a realistic way to collect the data?
How will student work be evaluated?
Step. 3. Collect and Score. How will you collect and score the student work?
How will you manage the data?
Overall how many assignments/sections will the data be collected?
Step 4. Analyze and Discuss. What do you observe about the work you and your colleagues have
scored?
What is the best way to organize the data you have collected?
How will you analyze the data?
What is the data telling you?
o Discuss the data with colleagues to glean meaning from the data and
discuss next steps.
Step 5. Report and Act. Determine how you will use the data to improve student learning and
report your findings.
Act on your plan.
Cycle of
Assessment
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Timelines for Executing Assessment Plans
1-3 months prior to the semester in which you intend to collect your data:
Decide who will lead the assessment efforts in your area.
Determine which learning outcome(s) to assess.
Survey the potential tools you might use to conduct the assessment for the learning outcome(s),
such as rubrics (for scoring projects, presentations, papers), test(s), etc.
Solicit participation from instructors in appropriate courses.
Collaborate in designing your scoring tool and planning, conferring with participants.
Discuss criteria for Mastery, Progressing, and Low/No Skills in general education courses in your
department.
Set your expectations of student performance (before you gather data)
During the period designated for data collections:
Distribute required materials and reminders to those instructors involved in collecting the data.
Collect results / raw data from rubrics and / or test(s).
Create a method to organize and store data, e.g. tables, spreadsheet, database. This will
provide a consistent method of gathering and reviewing data and results over time.
Upon collecting the data:
Sort and tabulate data.
Discuss Data with your colleagues:
o Review your objective and identify relevant history regarding your objective.
o Summarize data.
o Record observations about data, e.g., gaps, successes, relationships, anomalies or
provocative data, and/or possible future questions suggested by this data.
Consult with the appropriate institutional departments (i.e. Assessment or Institutional
Research) for additional insights on your data.
After Collecting the Data:
Analyze and Act on the findings
o Determine implications for instruction
o Identify areas for improvement (curriculum, instruction, materials, placement, scheduling,
etc.)
o Plan for implementation (prioritize, specify actions, identify immediate as well as long-range
plans, etc.)
Evaluate the assessment and assessment tool
o Identify benefits of the assessment
o Recognize challenges with the assessment
o Determine changes to be made with the assessment tool and process
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Assessment Methods
Selecting appropriate means for assessing student learning is a crucial step in the cycle of assessment.
There are many different ways to assess student learning, below are some different types of assessment
approaches.
Direct versus Indirect Measures of Assessment
Direct measures of assessments require students to represent, produce or demonstrate their learning.
Student portfolios, capstone projects, student performances, case studies, embedded assessments,
standardized instrument, or oral exams all provide direct evidence of student learning. Indirect
measures share information about students’ perceptions about their learning experience and attitudes
towards the learning process. Informal observations of student behaviors focus groups, alumni surveys,
curriculum and syllabi analysis, exit interviews, and evaluation of retention rates are some examples.
Objective versus Performance Assessment
Objective assessments such as short answer, completion, multiple-choice, true-false, and matching tests
are structured tasks that limit responses to brief words or phrases, numbers or symbols, or selection of a
single answer choice among a given number of alternatives (Miller & Linn, 2005). Objective assessments
capture information about recall of factual knowledge and are less useful for assessing higher-order
thinking due to their structured response format that allows for only one best answer. Performance
assessments allow for more than one correct answer. They require students to respond to questions by
selecting, organizing, creating, performing and/or presenting ideas. For this reason, performance
assessments are better at measuring higher-order thinking. However, these assessments are often less
reliable than objective assessments since they require expert judgment to score responses.
Embedded and Add-On Assessment
Embedded assessments are tasks that are integrated into specific courses. They usually involve
classroom assessment techniques but are designed to collect specific information on program learning
outcomes. These assessments are typically graded by course instructors and then pooled across sections
to evaluate student learning at the program level. Embedded assessments are highly recommended.
They are easy to develop and to administer and can be directly linked to the program’s curriculum and
learning outcomes. Additionally, students are usually more motivated to show what they are learning
since embedded assessments are tied to the grading structure in the course.
Local versus Standardized Assessment
Local assessments are instruments developed by faculty members within a program for internal use
only. They are helpful in assessing standard-based questions (i.e., whether or not students are meeting
objectives within the program), because they can be directly linked to program learning outcomes.
Standardized assessments are published instruments developed outside of the institution. They rely on a
standard set of administration and scoring procedures and because of this are often times more reliable.
These assessments provide information about how students in a program compare to students at other
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peer institutions or to national/regional norms and standards. Knowing what you want to assess is key in
the selection of standardized instruments. This includes making sure that these assessments contain
enough locally relevant information to be useful. It is also means that norms should be comparable in
terms of the institution’s size, mission and student population in order to draw valid conclusions.
Although standardized assessments are primarily used to generate benchmarking information, they are
sometimes used to answer standards-based questions. If you decide to use a standardized assessment
for this purpose, make sure that the test content aligns with your learning outcomes, otherwise
interpretations will be invalid. Secondly make sure results are reported in the form of subscales so that
you can identify where improvements need to be made. Testing companies should be able to provide
you with this information.
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Examples of Direct Assessment Methods
Assessment Method Description
Capstone Projects Culminating projects that provide information about how students integrate, synthesize and transfer learning
Assesses competence in several areas May be independent or collaborative Focus on higher order thinking Are useful for program-level assessment Examples: exams, integrative papers, projects, oral reports, performances Typically disciplined based Scoring Method: Pre-Specified rubrics
Course-Embedded Assessment
Assessment procedures that are embedded into a course’s curriculum May include test items or projects May be take-home or in-class Usually developed by the faculty member or department Can be used assesses discipline-specific knowledge Scoring methods: Raw scores or pre-specified rubrics
Performance Assessment Use student activities to assess skills and knowledge Assess what students can demonstrate or produce Allow for the evaluation of both process and product Focus on higher order thinking Examples: Essay tests, artistic productions, experiments, projects, oral
presentations Scoring Methods: Pre-Specified rubrics
Portfolio Assessment Collection of student work over time that is used to demonstrate growth and achievement
Usually allows student to self-reflect on incorporated work May include written assignments, works of art, collection of projects, programs,
exams, computational exercises, video or other electron media, etc. Focus on higher-order thinking Scoring Methods: Pre-Specified rubrics
Standardized Instruments (This includes tests for national tests for certificate programs, or licensure)
Instruments developed outside the institution with standardized administration and scoring procedures and frequently with time restrictions
Psychometrically tested based on norming group Sometimes allows for national comparisons Scoring Methods: Answer key, scored by testing company
Localized Instruments Instruments within the university usually developed within the department for internal use only potentially to prepare students for national test
Content may be tailored to match outcomes exactly Scoring Methods: Answer key, scored internally
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Rubrics
Rubrics can be very helpful in providing a tool to capture data for assessment purposes, as well as
communicate with students parameters of an assignment. The assessment data that is gathered may be
only a portion of what is reflected on a rubric, or the entire rubric. In the example rubric below, the only
portion of the rubric being collected for assessment purposes involved “Solving Problems”.
From “Introduction to Rubrics” by Stevens and Levi – Development of a Rubric
Part 1 – Task Description – usually based on a description from the course syllabus. Is reflective
of a task that we are asking the student to perform (paper, lab, poster, performance, etc.)
Part 2 – Scale – describes how well or poorly any given task has been performed by the student
Part 3 – Dimensions – provides the parts of the task simply and completely, clarifying for the
student how their task can be broken down in to components (this may also be weighted
according to importance by the faculty member)
Part 4 – Description of the Dimensions – should, at a minimum, contain a description of the
highest level of performance, but is best used with a range of performance descriptions.
Copies of the AAC&U Value Rubrics and other rubric examples are available from the Office of Outcomes
Assessment (GEB 262).
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Additional assessment resources are available from the following sources:
http://blogs.jccc.edu/outcomesassessment
https://infoshare.jccc.edu/communities/slo/default.aspx
Professional Development Days – Assessment workshops are offered during fall and spring
professional development days at the college.
Brown Bag Brownie Breaks (BBBB) – Faculty driven seminars explore topics on assessment
during the semester over brownies and a soda.
World Café – Offered as part of the professional development days in the fall and spring.
World Café offers faculty and departments the opportunity to participate in round-table
discussions or serve a table for departments or assessment teams to work on assessment
activities such as brainstorming, writing an assessment plan or analyzing data.
Coffee Breaks – Monthly informal discussions about assessment which are open to all faculty
members (complete with a free cup of coffee).
Outcomes Assessment Mini-Grants – Grants available from the Office of Outcomes Assessment
for faculty in the instructional branch. Funding is available in support of evidence-based
initiatives to assess student learning outcomes in credit courses. Awards are up to $750.
The Office of Outcomes Assessment Resource Library
GEB 262, x7607