Assessing Student Learning

Outcomes in Noncredit Instruction

at Long Beach City College

Hannah Alford, Research Analyst II

Phyllis Arias, Department Head, Basic Adult Ed

Heidi Neu, Instructor, Basic Adult Ed

Janice Tomson, Student Learning Outcomes Coord.

Student Learning Outcomes at LBCC

Student Learning Outcomes are written and

assessed at the course, department, program and

the institutional level.

This project was funded by a Title V (Hispanic

Serving Institutions) grant.

Faculty have excellent assessment support from

our institutional research office.

The Basic Adult Ed Department

Program goals and philosophy

The Basic Adult Ed Department

Program structure

Independent learning lab with many choices for direct

instruction and group learning

The Basic Adult Ed Department

Student learning outcomes in BAE

Assessing our non-credit program:

Initial reaction

LBCC BAE Department’s SLO process

College mission &

goals

• See how we fit in with the college’s stated mission.

Department mission & desired

outcomes

• Look at our course outlines: How well do they demonstrate SLOs & desired outcomes?

SLO models

from other colleges

• Research other models and how they might work for us. Gain insight into the many ways SLOs can be measured.

BAE

Program

SLOs

Approach to Mathematics Assessment

Make curricular changes

Administer post-testing

Compile results

Results determine

achievement of BAE outcomes

Use achievement to determine

areas for improvement

ALL TOPICS

80% & higher 78.7%

70-79% 10.9%

<70% 10.5%

Topic # of

students100% 90% 80% 70% 60% <60

%

% =

or >

80%Addition 18 9 5 2 1 0 1 88.9Subtraction 31 14 8 7 1 1 0 93.6Multiplication 55 17 17 14 4 3 0 87.3Division 53 13 19 13 8 0 0 84.9Fractions 66 12 16 12 8 5 13 60.6Decimals 44 9 16 7 7 4 1 72.7TOTALS 267 74 81 55 29 13 15

Math Assessment & Results-Spring 2007

SubjectTotal

Pass

Total

Fail

Total

Taken

Total Pass

%

Writing 37 1 38 97%

Social

Studies 51 0 51 100%

Science 45 5 50 90%

Lit. 47 0 47 100%

Math 32 9 41 78%

GED Assessment & Data

Reading Assessment Challenges

Data not in one area/time+

Data/instructor assessment variations

+ Low student persistence

= Difficult to assess outcomes

0.00

1.00

2.00

0-10 11-30 31-70

Gra

de L

evel Im

pro

vem

ent

Hours

Reading Level Improvement Based on Hours

Reading Assessment and Results

Self-Confidence Assessment

Basic Adult Education (BAE)

Program Outcomes

Demonstrate improved reading comprehension at a

level appropriate to the individual student’s needs

Exhibit improved communication skills by employing the

conventions of standard written English

Understand and use the basic concepts and procedures

of mathematics and use mathematical reasoning to

accurately define and solve problems

Assessment Measure of

Outcome: Longitudinal Study

Experience in subsequent courses in English,

math, and reading (non-BAE)

Course success (A, B, C, CR grades)

Comparison group: students enrolled in courses

who were not enrolled in the BAE program

Cohort

Students who collected a minimum of 18 hours of

attendance in the Basic Adult Education (BAE)

program between Fall 2003 and Fall 2006

Cohort was tracked in subsequent terms

Spring 2004 to Spring 2007

Methodology:

LBCC Sequence of Courses

English Composition

ENGL

801A/B

ENGL

105ENGL

1/1H

Transfer-level

Course Success Rates:

English Composition

48%60%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

ENGL 801A

BAE

Non-BAE

78%48%

60%60%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

ENGL 801A ENGL 105

BAE

Non-BAE

LBCC Sequence of Courses

Mathematics

MATH

805

MATH

815

Transfer-level

MATH

110

MATH

120/

130

MATH 37,

40, 45,

STAT 1

Course Success Rates:

Mathematics

37%

45%41%

49%

0%

10%

20%

30%

40%

50%

60%

MATH 805 MATH 815

BAE

Non-BAE

37%

45%41%41%

49%

35%

0%

10%

20%

30%

40%

50%

60%

MATH 805 MATH 815 MATH 110

BAE

Non-BAE

LBCC Sequence of Courses

Reading

READ

880

READ

881

Transfer-level

READ

882

READ

883

READ

82

Course Success Rates:

Reading

50%

66%

46%

74%

57%47%50%50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

READ

880

READ

881

READ

882

READ

883

BAE

Non-BAE

Other Variables Measured

Course retention

DSPS

Gender

Race/Ethnicity

Educational Goal

Age

Questions to Consider

Controlling for varying academic preparation

levels

Controlling for varying instructional hours and

persistence

Disaggregating data by demographic variables

Wrap Up