Tag Archives: Assessment

Overview of Assessment Activites at Chemeketa Community College

The following are notes from our May 29th meeting with Malia Stevens, Education Assessment Coordinator with the Curriculum and Instruction Department at Chemeketa Community College. Natalie, Beth Anne, Theresa, Janice and I attended.

Description

We invited Malia Stevens to attend our reference meeting and provide an overview of assessment and outcome activities at Chemeketa.

Formal institution wide assessment efforts started approximately 4 years ago as Chemeketaprepared for accreditation. Malia works with academic assessment. Institutional assessment is handled by a different department.

Terminology

Academic Assessment: Assessment should improve learning and service to students. The goal of assessment is to improve student experiences and our teaching. Assessment allows programs/disciplines/departments to plan for improvement and set realistic priorities.

Assessment Tool: Answers the question “how will we know”. An assessment tool is used to gauge how well the average student is meeting program/discipline outcomes. Examples of assessment tools  include a test or a random representative sample of student papers measured against an outcome rubric.  Our goal is to assess application in an authentic way…a test is the least favorite option.

Benchmarks: standards to measure against (e.g., what would you like to see on the average student paper?…what can 80% of students do successfully?…what are national standards?)

Outcome = if you call it an outcome, you must assess it. Outcomes are broad, inclusive statements of what students should know and be able to do).

Umbrella Outcome = big, broad general overarching outcome(s) for the discipline or program. The umbrella outcome should be inclusive and application/skill based. The skill should be something the student can use in multiple contexts (e.g., in or out of school) because we don’t know if they will or will not transfer. It should describe what you want the student to be able to do.

Discipline Outcomes= outcomes for Chemeketa General Education programs. The Gen. Ed. Programs are challenging to assess because there are required categories of classes, but no required sequences. We don’t know what students will be taking.

Program Outcomes= outcomes for Chemeketa Career and Technical programs. Career and Tech programs are less challenging to assess because students take a certain sequence of classes.

Student Outcomes = Specific outcomes you would find on a class outline or syllabus. Looking at the Information Literacy Proficiencies- the bullet points are examples of possible student outcomes.

Rubric= an assessment tool that should be written so anyone from that field can understand it and use it to score in a similar fashion. Students should receive rubrics ahead of time so they understand what the top standard is.

Steps in Chemeketa’s Assessment Process:

  1. Program/Discipline/Departments draft Outcomes
  2. Choose assessment tools  
  3. Set Benchmarks
  4. Collect data (findings, conclusions, and recommendations for change). Some areas collect term by term and then aggregate at the end of the year. Data may be used to support budget requests, and in fact are being required in many areas. Yearly reports go to the Associate Dean so he or she will have a snap shot of activities and quality.
    1. Library and tutoring will have a hybrid model combining elements of the academic report and the unit plan.
    2. Best to gather and analyze data in the spring in order to have time for making needed changes for fall term

Other notes from our discussion:

·         ESL and Dev. Ed have identified outcomes and standards

·         Visual Communication has a rubric that includes standard characteristics like scale and perspective, but also has an area crediting points for having a ‘wow’ factor (consider…what might constitute an information literacy wow factor?)

·         The revised AA/OT requires that IL be embedded in “foundational courses” and that those courses be designated as such. Maureen McGlynn is our CCC Contact for info about how to set up a course designation.  

o   DPR courses are “designated”,  but as a CCC internal initiative, it may or may not pan out in terms of becoming a requirement. Either way, we can look at the DPR program as one model of a process for training across the curriculum and designating courses.

o   The library is considering creating a series of online tutorials…possibly through elearn using the Quiz module. These tutorials may be used to embed the info lit piece into multiple areas of the curriculum