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