Model of Student learning assessment in student services

MODEL OF STUDENT

LEARNING ASSESSMENT IN

STUDENT SERVICES

San Juan CollegeLearning Outcomes Assessment

Association For General and Liberal Studies

52nd Annual MeetingPortland, Oregon

September 22nd, 2012

Provide a model for assessing student learningProvide information on how to implement this assessment model at your institution

DURING THIS SESSION, WE WILL:

AGENDABrief HistoryDefine a Learner and LearningSSLOsOur Definition of AssessmentOur Assessment PlansWriting Departmental OutcomesTools for AssessmentWhat we are currently doingWhere we are headedQuestions and Answers

2008-2009SSLO Committee

Formulation and Initial Training

SJC Board of Trustees presentation

NMHED Summit presentation

NMWTASAP SSLO presentation

Marilee Bresciani’s Training Session

2009-2010Student Services

Departmental Chairs implement SSLO’s in

their departmentsNMHEAR SSLO presentation

Move To Meaningful

2010-11SSLO implementation

becomes part of Student Services

Departmental Chairs’ annual performance

evaluationsNMASAP SSLO presentation

SJC Board of Trustees presentation

Campus-wide poster session

OUR VISION

SJC Student Services programs and services are designed and managed with specific student learning outcomes in mind. While continuing to provide superior customer service, our culture is shifting so that all staff view themselves as educators

WHO IS A LEARNER?

A faculty member learning how to use an online grade bookA staff member at a security trainingA student learning how to register for classes onlineAn administrative assistant attending a purchase requisition trainingA VP learning how to set up a FB page

In this expanded definition, everyone is a learner.

WHAT IS LEARNING?

“Learning” refers to knowledge, skills, attitudes and personal development attained through experiences while at college. We can only truly say that learning happens if it was documented.

SELECTING COMMON OUTCOMES

Our shared outcomes (broad goals) were developed over a 6-9 month period Input came from Student Services, Learning, and Technology personnel Final outcomes were selected through a facilitated brainstorming process

STUDENT SERVICES LEARNING OUTCOMES

Our broad learning outcomes are: Career Readiness Communication and Leadership Goal Orientation Problem Solving Social and Personal Development

These are collectively known as SSLO’s.

Student Services Learning Outcomes

CR Career Readiness

Students will display appropriate appearance, diplomacy, and skills needed to be marketable in the current workforce.

CL

Communication and Leadership

Students will exhibit the ability to effectively and constructively communicate in written, verbal and electronic exchanges with others. Students will also exhibit the ability to inspire, to organize and guide others in a diplomatic fashion in the capacity as leader.

GO

Goal Orientation

Students will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Students will also effectively identify and utilize appropriate resources.

PS

Problem Solving

Students will demonstrate the ability to recognize problems, assess challenges, and determine a course of action to navigate around obstacles pertaining to their college education and life experiences

SPD

Social and Personal Development

Students will demonstrate a constructive attitude toward education, apply time management and interpersonal skills, and use self advocacy, in order to practice social responsibility, value diversity, and apply global perspectives.

DEFINITION OF ASSESSMENT

Assessment is: The ongoing process of establishing clear, measurable expected outcomes of student learning.


Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations:


Using the resulting information to understand and improve student learning, which includes the knowledge, skills, attitudes, and personal development attained through experiences while at San Juan College.

PDSA CYCLE

Plan

Do

Study

Act

ASSESSMENT PLAN REPORTING

Department Mission Links to College Strategic Plan Common Learning Outcomes Specific Departmental Outcomes Implementation Plan Assessment Tool(s) Results Decisions and Recommendations Reassessment Plan

ASSESSMENT PLANS Each department created a 4-6 year assessment plan related to one of the SSLO’s

The plans include 2-3 Summative Outcomes and 2-3 Formative Outcomes specific to the activity that they are assessing

Student Services Learning Outcomes Assessment Plan

Department Name: Written By: Date written: Updated on: Departmental mission:

Strategic Plan links:

SS Strategic Initiatives links:

Department links:

SSLO Goal Orientation: Learners will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Learners will also effectively identify and utilize appropriate resources.

Summative Outcomes

1.

Formative Outcomes

1a. 1b. 1c.

Implementation Plan (attach implementation worksheet):

a. Summarize your plan. b. Summarize overcoming

challenges

a. b.

Measurement tool for each outcome: a. Include criteria for each outcome b. Add limitations, if necessary c. What is the time-line for each?

a. b. c.

Results: a. Summarize the results for each

outcome b. Summarize the process used to

validate the results (triangulation)

a. b.

Decisions and recommendations: a. Summarize for each outcome b. Identify groups who made

decisions c. Identify those responsible for

implementing changes

a. b. c.

How will you reassess and when? a. Summarize suggestions for

improving the assessment process

b. Identify which outcomes will be assessed again, and when

c. What is budget, if any?

a. b. c.

Student Services Learning Outcomes Assessment Plan

Department Name: Written By: Date written: Updated on: Departmental mission: Strategic Plan links:


Department links:

SSLO Communication and Leadership: Learners will exhibit the ability to effectively and constructively communicate in written, verbal and electronic exchanges with others; and will exhibit the ability to inspire, to organize and guide others in a diplomatic fashion in the capacity as leader.

Summative Outcomes

1.

Formative Outcomes

1a. 1b. 1c.



challenges

a. b.

Measurement tool for each outcome: a. Include criteria for each outcome b. Add limitations, if necessary c. What is the time-line for each?

a. b. c.




a. b.




a. b. c.




c. What, if any budget is associated?

a. b. c.

DEPARTMENTAL OUTCOMES

What are learning outcomes? Specific statements derived from the goals or objectives of a program/unit/service/process

They state what you want the end result of your efforts to be in terms of student learning


Learning outcomes can include: Cognitive/mental skills (Knowledge)

Psychomotor - manual or physical skills (Skills)

Affective outcomes (sensitivity, awareness, personal discipline, leadership)


Must be observable, meaningful, and manageable

It is helpful to focus on an area of learning that is challenging for students


We developed a template for writing outcomes which asks: What do we want students to know?

Why do we want students to know this?

How will we know if they know it?

San Juan College SSLO Assessment Committee Template for Writing Outcomes

At the conclusion of __________________________________________________, List the opportunity for learning (may be part of instruction or upon completion, depending on if

formative or summative) You may change the first part of the sentence if it better fits your needs. See example #2 below. “the when”

________________________________________________________________________List the

population that you are assessing (students, participants, “the who”. will be able to _________________________________________________________

Be sure to use good verbs and list what they will be able to do. “the what”

as measured by _________________________Need something here that is “do able” List the assessment tool or tools to be used. “How will you know?”

Examples:

1. At the conclusion of the GED registration process, GED candidates will be able to identify three important steps to manage their testing appointments as measured by the Testing Center rubric. (summative)

2. After the outcomes portion of the lesson, students will be able to write two formative outcomes, using the template, and the list of good and bad verbs. (formative)

************************************************************************

Good verbs (Blooms’ Taxonomy): Compile Arrange Classify Analyze Identify Operate Design Solve Write Apply Differentiate Calculate Demonstrate Formulate Compose Explain Predict Assess Compare Estimate Critique

Bad verbs Know Understand Appreciate Learn

Good verbs are clear, observable and measurable; bad verbs are vague states of mind ©©22001100 SSaann JJuuaann CCoolllleeggee,, aallll rriigghhttss rreesseerrvveedd

Student Services Learning Outcomes 4-6 Year Assessment Plan for Career Readiness

Department Name: Career Services Written By: Sharen Glade Date written: June 10, 2010 Updated on: August 2, 2012 Departmental mission: To support the career development of students and to provide a path for students and alumni to transition from the educational experience to the business world.

Strategic Plan links: S1-b, c, e and S2-b

SS Strategic Initiatives links: SS4, 5

Department links: CS-6

SSLO Goal Orientation: Students will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Students will also effectively identify and utilize appropriate resources.

Summative Outcomes

S1. At the conclusion of three visits, the students will be able to explain how to find jobs on the website as measured by the checklist.

Formative Outcomes

F1. During the visit, the student will be able to identify where to find the jobs on the Career Services website as measured by the checklist. F2. After our visit, the students will be able to locate and write down the proper code for the jobs as measured by the checklist.



challenges

a. At the conclusion of the discussion with the student at my desk, I plan for the student to be able to come to my desk, have a discussion on how to find jobs on the website; have a discussion on where to find the codes and write them down; and in three visits the student should know the proper procedure for this. b. Challenges would be mainly communication issues and will be handled in a non-professional condescending manner.

Measurement tool for each outcome: a. Include criteria for each outcome b. Add limitations, if necessary

a. Check list. b. There would be no limitations except possibly communication issues.




Due to an injury this procedure was on hold for 4-1/2 months so the numbers are smaller than anticipated.

a. F1 - At the first visit, a sheet was handed to the students showing where to find the jobs on line. As they came back to talk about the different jobs, only 64% were able to follow through and find the jobs posted. F2 - As they came back to talk about the different jobs, only 53% were able to follow through and find the codes, write them down and bring them to the CS Admin. S1 – After 3 visits 100% of the students were able to research the jobs and write down the codes.

b. As students came to the CS Admin, student files were created and the results of their visit were tracked on a check list.




a. A total of 64 fist time students came to Career Services looking for a job. 41

students (64%) were able to follow through and find the jobs, 34 (53%) were able to research the jobs and write down the codes. From this group a total of 7 students came in a second time. Six students (86%) could find the jobs and bring the code and one student (14%) could not do either. Three students came in a third time and could find what they were looking for (100%). The decision is that success was achieved, however, due to the time constraints of 7 ½ months the numbers to evaluate were lower than expected. Recommendations is to do this tracking for a 12 month period and to create a new SSLO to include dressing for success.

b. Administrative Assistant and Director. c. Administrative Assistant.




a. Not losing 4-1 /2 months due to an injury, will get better numbers; add an additional outcome to this Assessment; increase to include dressing for success.

b. Continue to monitor students’ ability to find jobs and write down codes. We will assess in twelve months. Will put together preliminary figures in February of 2012.

Student Services Learning Outcomes 4-6 Year Assessment Plan for Goal Orientation

Department Name: EDGE Written By: Ferrato Date written: March 31, 2010 Updated on: May 4, 2012 Departmental mission: To offer support services to disadvantaged students to ensure that students maintain good academic standing, persist and graduate with a degree or certificate, and/or transfer to a four-year institution.

Strategic Plan links: S1 –b, c, e, f

SS Strategic Initiatives links: SS3

Department links: EP3 & EP4

SSLO Goal Orientation: Students will demonstrate the ability to self assess, prioritize and comprise realistic agendas for academic, personal and professional progression. Students will also effectively identify and utilize appropriate resources.

Summative Outcome

S1. Students will demonstrate that they can access the EDGE Community Site on ANGEL for program information and communication as measured by activity logs, email, and discussion records in ANGEL at the end of the first semester in the program.

Formative Outcomes

F1. After completing orientation, students will be able to locate program information on the EDGE Community Site on ANGEL as measured by on-line survey. F2. After completing orientation, students will be able to log onto the EDGE Community Site on ANGEL as measured by comparing EDGE roster to ANGEL log-on reports. F3. After completing orientation, students will be able to correspond with EDGE staff and students on the EDGE Community Site on ANGEL as measured by ANGEL communication report.



challenges

a. Develop an EDGE Community Site on ANGEL b. Develop an ANGEL orientation workshop c. Develop an on-line survey to measure student understanding

after they complete the workshop d. Post the electronic survey on the EDGE site on ANGEL e. Conduct orientation workshops to teach new participants

how to log-on and navigate the EDGE site on ANGEL f. Work with Sam to set up ANGEL logs to identify who, when

and where students are going on the EDGE site on ANGEL


F1. On-line survey to measure student self-assessment about their ability to use ANGEL post-ANGEL orientation workshop F2. ANGEL reports to assess student usage of ANGEL F3. ANGEL reports to assess student use of ANGEL to correspond with EDGE staff and students using the discussion board and email

TOOLS FOR ASSESSINGA Few Assessment Tools:

Rubric Case Study or Scenario Observation Document Analysis Line Voting Clickers Surveys Many others

CLICKER ASSESSMENT EXAMPLE

Effective tool for instant feedback Encourage more participation Provide quantifiable results

CURRENT STUDENT SERVICES DEPARTMENTS USING SSLOS: Advising and Counseling Financial Aid Career Services EDGE Talent Search Enrollment Management Public Safety Native American Center Student Activities Testing Center Environmental Health

SSLOS IN REVIEW Career Services• Teaching students how to dress appropriately for job interviews• Teaching students how to use the Career Services job placement

website to search independently for employment

Advising and Counseling and Enrollment Services• Teaching students how to use the Program Evaluation tool on

WebAdvisor

EDGE• Teaching students to access program information on the EDGE

Community Site on ANGEL

JanuaryDirector of

Quality Improvement

and Career Services

FebruaryCSLO/SSLOCrosswalk document

created to link campus learning

outcomes

FebruaryNMHEAR

ConferenceSSLO

presentation

MarchSSLO

training session

AprilHigher

Learning Conference

ChicagoSSLO

presentation

April-MaySan Juan College

coauthored two chapters in Marilee Bresciani’s forthcoming book on

assessing student learning

JuneSSLO

Planning Committee

SSLO Assessmen

t Plan Workshop

JulySSLO

Planning Committee

SSLO Assessmen

t Plan Workshops

AugustData

collection kick-off

SU 2012

Aug-OctData Collection

Nov-DecData Review

and SSLO revision

FebruaryCampus-wideposter session

2012-2013

DO YOU HAVE ANY

QUESTIONS?THANK YOU FOR YOUR TIME

http://www.sanjuancollege.edu/sslo

Student Services Learning Outcomes 4-6 Year Assessment Plan for Career Readiness

Department Name: Written By: Date written: Updated on: Departmental mission:

Strategic Plan links:


Department links:

Goal Career Readiness: Students will display appropriate appearance, diplomacy, and skills needed to be marketable in the current workforce.

Formative Outcomes

F1. F2. F3.

Summative Outcomes

S1. S2. S3.



challenges

a. b.


a. b.




a. b.




a. b. c.




a. b.

Documents

Model of Student learning assessment in student services