Student Learning Outcomes Assessmentblogs.jccc.edu/outcomesassessment/files/2012/02/... · Guiding Principles of the Academic Assessment Process at JCCC Honest, insightful, and productive

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2017 Assessment Handbook

Student Learning Outcomes Assessment

Student Learning Outcomes Assessment Notebook

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Table of Contents

Introduction 3

Guiding Principles of Assessment 4

Student Learning Outcomes (SLOs) 5

General Education Assessment Planning 6

Career and Technical Assessment Planning 10

How to get Started 12

Cycle of Assessment 14

Planning

Timelines for Executing Assessment Plans 15

Assessment Toolbox 16

Dealing with Data

Tips for Organizing and Analyzing Data 19

Summarizing Results 20

Reporting

The Assessment Report 21

Getting Involved with Assessment 22

Exercises

Identifying a Student Learning Outcome to Assess 25

Research Question Worksheet 26

Student Learning Outcomes Assessment Planning Worksheet 27

Designing a Rubric 29

Data Analysis Worksheet 30


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Additional Resources

Glossary 32

CATs (Classroom Assessment Techniques) 35

Assessment vs. Grading 37

Basic Excel Tips 38

Rubrics Information/Sample Rubrics (JCCC & AAC&U Value Rubrics) 41

Library Resource Guide/Office Bibliography 46

Templates

Assessment Planning Worksheet 51

Student Learning Outcomes Assessment Progress Report 53

Mini-Grant Application 59

General Education Reporting Templates

Form A 66

Form B 67

Form C (One for each SLO) 68

Staff 77


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Introduction

Assessment and Evaluation at Johnson County Community College is a catalyst for improving teaching and learning. At JCCC, Assessment and Evaluation is a faculty-driven process with the central focus on improving learning and success.

At JCCC, assessment is instigated, designed, conducted, analyzed, interpreted and acted upon by the faculty. We hold that, for assessment to be meaningful, it should be localized and should measure student success using the expectations and standards developed by faculty within a given discipline. The information generated by a department or division can be used to improve student learning or update curriculum.

The goal of the Office Assessment, Evaluation and Institutional Outcomes is to assist where asked, to facilitate sharing of successful strategies, to offer suggestions and samples, to provide leadership and oversight, to support evidence-based initiatives, and to glean relevant data from assessment results to meet our internal and external accountability expectations. This focus has resulted in improvements in student learning and engaged the faculty throughout our campus in the assessment process. With an engaged faculty, outcomes assessment at JCCC continues to improve, evolve and flourish.

The assessment process strives to:

• Document and improve student learning.

• Expand faculty involvement and control in assessment.

• Align assessment objectives with existing curriculum.

• Encourage, support and recognize innovation in faculty-driven assessment.

• Analyze and support numerous approaches to meaningful assessment.

• Provide institutional resources and structure to support localized assessment at the department or division level.


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Guiding Principles of the Academic Assessment Process at JCCC

Honest, insightful, and productive assessment thrives only in a culture of trust: the effective measurement of learning outcomes requires that all students, faculty, staff, and administration fully collaborate in the meaningful examination of what we do and how we might better teach and serve our students.

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 determining the best approaches to assessment is crucial to the assessment process. Just as individual faculty value autonomy in assessing course-level objectives, the faculty as a whole 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 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.

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 Student Learning Outcomes

At the course, program and institutional level, Johnson County Community College is committed to cultivating in our students the following Student Learning Outcomes. Successful students will be able 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 and the individual’s connection to society.

5. Process numeric, symbolic and graphic information.

6. Read, analyze, and synthesize written, visual and aural material.

7. Select and apply appropriate problem-solving techniques.

8. Use technology efficiently and responsibly.


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General Education Assessment Plan

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) Read, 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 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.


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Timelines for Assessing the General Education 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. 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.

Departments and divisions will collect data each academic year and provide feedback on the implications of the data on the curriculum. Aggregated data reporting will be completed by the Assessment Office. 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 Division/Department Liaison Assessment Office

December/January Fall data submitted by course to department/division designee.

Form B 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 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)

Division/Department Liaison Assessment Office

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 Assessment Office

Cycle begins again


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General Education Assessment Cycle


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Timelines for Assessing Career and Technical Education Curriculum Much like the general education curriculum, departments and programs will determine what assessment data will be collected each academic year and provide feedback on the implications of the data on the curriculum. Aggregated data reporting will be completed by the Assessment Office. 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) Program determines what

assessment initiatives will be conducted.

Assessment Planning Report (as needed)

Program Assessment Office

December/January Fall data submitted by course to department/division designee.

Data submission as determined by department

Program/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/program designee.

Data submission as determined by department

Program/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.

Assessment Progress Report

Program Faculty Assessment Office

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

Program/Department Faculty Assessment Office

Cycle begins again


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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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How to Get Started Department/Division Level:

At the division or departmental level it is useful to follow some first steps in starting your outcomes assessment project:

First, decide who will lead the assessment efforts in your area.

• Start by considering whether assessment is an issue to be tackled by the division as a whole, as a small group of related departments, or as an individual department. The best way to organize is to form a group that serves a common purpose.

• Determine who or what committee will take charge of the assessment initiative. Some departments might assign the responsibility to the chair or to an individual who was involved with the assessment efforts last year as a collaborator. Other divisions might establish an assessment committee or assign the work to an existing committee with responsibility for curriculum quality or program effectiveness.

• Identify individuals willing to work on this project; contact the Assessment Council member from your division with any questions.

Second, begin narrowing what you will assess.

• Use the surveys filled out during the in-service meeting as a starting point to identify which of the 8 Student Learning Outcomes (located in the Templates section of the notebook) faculty in your area feel best positioned to assess.

• Consider the courses in the department or division and analyze which of the Student Learning Outcomes selected by the faculty can be easily and effectively assessed in which courses. See “Program Outcomes Assessment Planning Template” located in the Templates section of the notebook.

• Identify a question that faculty want to answer about the students in your classes. Choose one of the Student Learning Outcomes you can assess based on a research question. To develop a good assessment research question, keep the following in mind:

o Make the question meaningful – Is it a question that you want to know the answer to, and will knowing the answer help you impact student learning?

o Make the question measurable – Work at asking a question that you can answer – usually that means narrowing down the question.

o Make the question manageable – It is important to keep the question and the process of collecting data manageable – this isn’t the only or primary job that you have.

For help planning your assessment, see the materials in the Additional Resources and Templates sections of the notebook. Planning documents that might be especially helpful are “Survey: Identify a Student Learning Outcome to Assess”, “Program Planning Assessment Template”, “Writing a Research Question Worksheet”, and “Planning Worksheet.”


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Individual Course Level: At the individual course level, it is useful to follow some first steps in starting your outcomes assessment project:

First, decide how many sections of your course will be involved with the assessment.

• Consult with your department Chair as needed.

• Contact the Assessment Council member from your division with any questions.

Second, begin narrowing what you will assess.

• Use the surveys filled out during the in-service meeting as a starting point to identify which of the 8 Student Learning Outcomes (located in the Additional Resources section of the notebook) you would like to assess.

• Use the Planning Worksheet (located in the Templates section of the notebook).

• Identify a question you want to answer about the students in your classes. Choose one of the Student Learning Outcome you can assess based on the research question. To develop a good assessment research question keep the following in mind:

o Make the question meaningful – Is it a question that you want to know the answer to and will knowing the answer help you impact student learning?

o Make the question measurable – Work at asking a question that you can answer – usually that means narrowing down the question.

o Make the question manageable – It is important to keep the question and the process of collecting data manageable – this isn’t the only or primary job that you have.

For help planning your assessment, see the materials in the Additional Resources section of the notebook. Planning documents that might be especially helpful are “Survey: Identify a Student Learning Outcome to Assess”, “Writing the Research Question” worksheet, and the “Planning” worksheet. For samples and a list of assessment resources and tools, see the Additional Resources and Templates sections.


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The Cycle of Assessment 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 first step whether the assessment will take place at the course, program, or general level.

The question should be:

• Meaningful, • Measureable, and • Manageable.

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, from how many assignments/sections will data be collected?

Step 4. Analyze and Discuss. What do you observe about the student 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? • Discuss the data with colleagues to glean meaning and discuss the 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: If a department/division assessment: Decide who will lead the assessment efforts in your

area. Complete the Outcomes Assessment Planning Template. Determine which learning outcome(s) or course you or your group is going 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, and papers), test(s), etc. Identify sections to assess or solicit participation from instructors in appropriate courses. Collaborate in designing your scoring tool and planning, conferring with participants.

• 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 Assessment Office for additional insights on your data.

• Analyze the findings: 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 the 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.

• Create an assessment report: Draft report using the Progress Reporting Template. Gather input from colleagues and staff at the Assessment Office. Forward copy of report to the Office of Assessment, Evaluation and Institutional Outcomes. Apply for the Excellence in Assessment Award by March 1.


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Assessment Toolbox

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 instruments, 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 via focus groups, alumni surveys, self-report (i.e. CCSSE, or SENSE), 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. 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.


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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. These assessments provide information about how students in a program compare to students at other 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 discipline-based Scoring Method: pre-specified rubrics

Course-Embedded Assessment

Assessment procedures that are embedded in a course or 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 to assess 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 electronic 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 or potentially to prepare students for national test

Content may be tailored to match outcomes exactly Scoring Methods: answer key or rubric, scored internally


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Tips for Organizing & Analyzing Data

1. Be realistic: KISS (Keep it Simple and Sustainable) and prioritize.

2. Set specific, appropriate performance standards or benchmarks.

3. If multiple people are contributing data, make a template in Excel for collecting the data.

4. Organize the data in a meaningful way, and use it – don’t let the data just sit.

5. Divide the work – share the responsibility.

6. Set aside quality time to perform the analysis – do not let the desire for perfection get in the way.

7. Tell the whole story – the good, bad & ugly.

8. Start with the easy stuff: Average, Median, Mode, Frequency, or Spread.

9. Dig deeper - Remember assessment should be ongoing rather than episodic.

10. Report out as soon as possible.


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Five Basic Ways to Summarize Results (Suskie, 2009)

1. Tallies/Frequencies

• Can be used for embedded assessments • Captures how many students earned each rating or chose the correct

response • A paper template to store data can be developed

2. Percentages

• More meaningful than raw scores • Allows for comparison of groups of different sizes or between responses to

different questions in an embedded assessment 3. Aggregates

• Overall scores • Sub-scores

4. Averages

• Projects the central tendency of assessment results in: Mean, Median, and/or Mode as indicated

*Our office can assist with preparing a document that can be scanned

• Rethink the use of paper – store data in Excel!

5. Qualitative Summaries • Quick read-throughs for general impressions • Thematic analysis • Grouped listings

Adapted from p. 260-261:

Suskie, L. (2009). Assessing student learning: A Common sense guide. San Francisco, Ca: Jossey Bass. p. 260-261.


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Writing an Assessment Report

Whether you are assessing general education courses or you are assessing a career and technical program, the Progress Report template is available when you are ready to report assessment results. Its purpose is to serve as a guideline to help you think through the reporting process. You can certainly provide more information than what is asked for in the template.

While there is not a fixed time to submit assessment reports, the logical time might be after your team has had the opportunity to meet, discuss and analyze results, and establish an instructional strategy or action plan(s) based on the data analysis. The office staff is available to discuss results with you and help you interpret your data. Filing yearly reports is a good way to stay on task and keep a record of the progress you have made to date on your assessment activities.

Once the report is submitted to the Assessment office, it will be reviewed by the Director. The Director may ask for more information or provide additional feedback for you to consider. The most common suggestion for improvement has been the inclusion of graphs as a visual tool for communicating assessment results.

Assessment reports are used periodically to respond to various State, Federal and Accrediting agencies. The reports are used as “evidence” of the college’s assessment of the student learning outcomes and are reported in the aggregate.

It is important to remember that you are not alone! If you want to discuss the reporting process (whether before, during or after completing a report) call or drop by the office – we are in GEB 262.


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Opportunities to Get Involved, Find Additional Resources

Engage in Assessment!

Below are opportunities and resources available to faculty to engage in assessment activities at JCCC. For additional information about any of the activities listed or to learn more about assessment activities, please call the office (x7607).

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 reserve a table for departments or assessment teams to work on assessment activities such as brainstorming, writing an assessment plan or analyzing data.

Assessment by Design Workshop - Offered on the Monday of Professional Development Days in August and January, this one-day workshop has two complementary learning outcomes:

1) Provide useful information for assessment what and how our students are learning. 2) Illustrate how faculty can effectively use the Cycle of Assessment as a framework to

improve teaching and learning.

Faculty participating in the workshop receive a faculty development certificate, as well as lunch, handouts and additional free resources. Assessment Mini-Grants - The purpose of the Assessment Mini-Grants is to provide divisions or departments in the instructional branch a source of funds to support evidence-based initiatives to assess student learning outcomes in credit courses. Awards are for up to $750. This is a great way to jump-start an assessment effort. Examples of previous mini-grant awards include:

• Retreats for assessment planning purposes, conference travel • Resources such as scantrons and books • Flip-cameras • Discipline-specific software • Discipline-specific assessment workshops

Schedule a Brown Bag Brownie Breaks (BBBB) & Coffee Breaks

Schedule a time for Assessment to come to you! You provide the assessment topic to be covered and the office will provide the expertise, resources and brownies. Can be scheduled for a division or department, or just a group of faculty.

Need to ask some informal questions? After something you want to review? Schedule time to come by the office, or even schedule a coffee break at Java Jazz (complete with a free cup of coffee).


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Professional Development Days Assessment workshops are offered during the Fall and Spring Professional Development Days at the College. Topics are wide ranging and include:

• Classroom Assessment Techniques • Assessment 101 • Reporting and Using Assessment Results • Embedded Assessment • Designing Your Assessment Plan • Using Rubrics to Assess Student Learning Outcomes • Bloom’s Taxonomy


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Exercises


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Identify a Student Learning Outcome to Assess

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JCCC Student Learning Outcomes

Insert a numeric value: 1 – 5 (Less important – Most important)

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 and the individual’s connection to society.

5. Process numeric, symbolic and graphic information.

6. Read, analyze, and synthesize written and visual material.

7. Select and apply appropriate problem-solving techniques.

8. Use technology efficiently and responsibly.

I want to know ________________________________________________________________.

Why I want to know it _________________________________________________________.

What I will do with the information ___________________________________________________.


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Research Question Exercise

1. I want to know the following about my students:

2. I want to know this because:

3. I expect to find:

4. I will use the information I gather to:

5. Which course objectives does this question most closely align with?

6. Which student learning outcome is this question most closely related to?

7. I can/cannot further narrow down this question.

8. First draft of my question:


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Rubrics

What is it? A dynamic and flexible tool that reflects a series of choices meant to communicate our best judgment about student performance in a specific learning context. In addition, a rubric may be used to capture assessment data. Use the blank rubric template provided on page 30 to develop a rubric based on the information provided here:

Development of a Rubric

Rationale: Why use a rubric? • Save grading time and energy • Communicate pertinent feedback to students • Heighten awareness of what instructor values in an assignment and individual

teaching styles and methods • Capture specific student performance for assessing campus-wide SLOs

4 Parts of a Rubric: Task - description of the assignment Scale - levels of achievement Dimensions - breakdown of skills and knowledge involved Description of the dimensions - description of what constitutes each level of

performance How to Create a Rubric:

1. Reflect Why did you create this assignment? What do you want from students? What are your expectations?

2. List Details of the assignment/task Specific learning objectives

3. Group and Label Organize results of reflection results Group together related expectations Label each group of expectations

4. Apply

Transfer lists and groupings to a grid Labels=dimensions of the rubric Lists= descriptions of highest level of performance for each level


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5. Prioritize

Limit rubric to 3-5 levels in order to show sufficient range of performance Create most succinct description for each dimension Include only most essential information in the rubric; if you find it to be too narrow, more can be added later.

This material is adapted from Stevens, D., & Levi, A. (2013). Introduction to Rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning, 2nd edition. Sterling, VA:Stylus Publishing.

Recommendations for departmental rubrics:

1. View examples of existing rubrics within your field or for a specific SLO and determine if they can be adapted to suit your specific context.

2. Work collaboratively by creating a draft of a rubric and then circulating it among

department colleagues for feedback. A group effort will be more thoughtful, valid, unbiased, and useful than any one person could create independently.

3. Compromise! The rubric process becomes a record of “negotiated compromises”

and the rubric itself is a product of many minds working together to create new knowledge.

4. Pilot the rubric with a small student population before adopting for departmental

use. You may find some aspects of it need adjusting before it is used on a larger scale to collect data for analysis and interpretation.

This material is adapted from Morgaine, Wende. (2010). Developing rubrics: lessons learned. In T. Rhodes (Ed.) Assessing outcomes and improving achievement. Washington, DC: Association of American Colleges and Universities.


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Design a Rubric (Exercise)

1. Insert Scale across top row.

2. Describe sub-tasks in dimensions row.

3. Objectively describe performance levels for each task for each level of scale.

Dimensions


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Data Analysis Worksheet

This sheet can be helpful in analyzing assessment data. A first step in all assessment is creating a visual of the data. First Impressions of the data chart – gut reactions?

Formal Discussion Points:

1. Observations: What do I/we think about this data?

2. Gaps: What else do I/we want to know?

3. Relationships: What connections can I/we make?

4. Successes: Identify evidence of learning!

5. Outliers: Any anomalies (unexpected, unintended data) or provocative data?

6. Usefulness: How can the data be used for instructional purposes?

7. Future questions: What other questions does this data raise?


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Additional Resources


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Glossary of Assessment Terms

Assessment A continuous cycle of deliberate 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.

Assessment Cycle Views the entire assessment process as a whole, from initiating a question through the planning, collection and analysis of data, and implementation of new practices.

CATs Classroom Assessment Techniques are formative evaluation methods that can help you assess your students’ understanding of course content and can provide you with information about the effectiveness of your teaching methods.

Class assessment Responsibility of individual instructor, based on course objectives in the approved course outline and other requirements specified in the instructor’s syllabus; results in course grade.

Competencies Are tied to specific course content and should reflect what the student will know and be able to demonstrate at the conclusion of the course.

Course assessment Shared responsibility of all faculty who teach one or more sections of a multi-section course; assures consistency among sections in meeting course objectives in the approved course outline, as well as transfer and pre-requisite expectations; results in modifications to the course outline and to instruction in order to improve student outcomes.

Course embedded 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/scored by course instructors and then pooled across sections to evaluate student learning at the program level

Course Objectives Are tied specifically to the course content and should identify the skills or abilities the student will acquire, reflecting cognitive or knowledge-based skills, motor skills and affective skills.

Direct Assessment Evidence that is produced directly from students’ work to measure a specific learning goal. Examples include portfolios, capstone projects, student performances, case studies, embedded assessments, papers, lab reports, etc.

Faculty-driven assessment Assessment that is instigated, designed, conducted, analyzed, interpreted and acted upon by the faculty.


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Formative Assessment Is an ongoing review of student learning and an intrinsic part of the instructional process itself. The results of formative assessment efforts may be used to improve the level of instruction or adjustments to the tools and methods used. Formative assessment can target gaps in learning as they are happening; the information can be better used to inform students and faculty at a time when beneficial changes can still be made.

Indirect Assessment Techniques used to indirectly measure student learning goals. Examples include surveys that measure students’ perceptions about their learning, informal observations of student behaviors, focus groups, alumni surveys, etc.

Program assessment Responsibilities of departments, with guidance from the chair/dean/director/dean, to identify, emphasize, and assess program learning goals.

Rubric Means of communicating expectations for student work; criteria used for evaluation of student work; scoring guidelines, including levels of performance.

Student Learning Outcomes Learning objectives for all students; basic core abilities students should acquire and be able to apply in all aspects of their lives; outcomes the faculty emphasize and incorporate into courses across the entire curriculum; learning outcomes that can be observable, measurable, and demonstrated by the student.

Summative Assessment Summative assessment is given periodically to determine student knowledge and skill levels at a particular point in time, frequently at the end of a program or academic year. This may include, but is not limited to, standardized tests, end-of-program examinations, capstone projects, and culminating portfolios.


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General Education Assessment Terms

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, communications, humanities, language, mathematics, natural sciences, and social sciences.

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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Classroom Assessment Techniques

Adapted from http://www.ntlf.com/html/lib/bib/assess.htm and additional sources.

What is classroom assessment?

Classroom assessment is both a teaching approach and a set of techniques. The teaching approach is founded on the idea that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. The set of techniques consists primarily of simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.

How is classroom assessment different?

Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades. The primary goal is to better understand your students' learning and, through that understanding, improve your teaching.

How do I use Classroom Assessment Techniques?

• Decide what you want to learn from a classroom assessment. • Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent

with your teaching style, and that can be implemented easily in your class. • Explain the purpose of the activity to students, then conduct it. • After class, review the results and decide what changes, if any, to make. • Let your students know what you learned from the CAT and how you will use this

information.

Why should I use CATs?

For faculty, more frequent use of CATs can:

• Provide short-term feedback about the day-to-day teaching and learning process at a time when it is still possible to make mid-course corrections.

• Provide useful information about student learning with a much lower investment of time compared to tests, papers, and other traditional means of learning assessment.

• Help to foster good rapport with students and increase the efficacy of teaching and learning. • Encourage the view that teaching is a formative process that evolves over time with

feedback.

For students, more frequent use of CATs can:

• Help them become better monitors of their own learning. • Help break down feelings of anonymity, especially in larger courses. • Point out the need to alter study skills. • Provide concrete evidence that the instructor cares about learning.

http://www.ntlf.com/html/lib/bib/assess.htm


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Selected CATs for getting feedback on student learning and response to teaching

Name: Description: What to do with the data: Time required:

Minute paper During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session.

Review responses and note any useful comments. During the next class periods, emphasize the issues illuminated by your students' comments.

Prep: Low In class: Low Analysis: Low

Chain Notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student, he/she spends a moment to respond to the question and then places the response in the envelope.

Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning.

Prep: Low In class: Low Analysis: Low

Memory matrix

Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts.

Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s).

Prep: Med In class: Med Analysis: Med

Directed paraphrasing

Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts.

Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs.

Prep: Low In class: Med Analysis: Med

One-sentence summary

Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea.

Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students.

Prep: Low In class: Med Analysis: Med


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Assessment v. Grading

While there is a great deal of overlap between the tasks of grading and assessment, grades focus on individual students, while assessment focuses on entire cohorts of students and how effectively everyone, not just an individual student, is learning. This, in turn, helps faculty members revise their pedagogy. There are additional reasons that grades alone are usually insufficient evidence of student learning for assessment purposes:

• Grades alone do not usually provide meaningful information on exactly what students have and have not learned. We can conclude from a grade of B in an organic chemistry course, for example, that the student has probably learned a good deal about organic chemistry. But that grade alone cannot pinpoint which aspects of organic chemistry the student has or has not mastered.

• Grading and assessment criteria may (appropriately) differ. Some faculty base grades not only on evidence of what students have learned, such as tests, papers, presentations, and projects, but also on student behaviors that may or may not be related to course learning goals. Examples include class attendance, participation points, or penalties for late assignments.

• Grading standards may be vague. Course and assignment grades reflect a synthesis of how students have been meeting a variety of criteria and often do not itemize the elements of what a student has learned. Assessment of student learning on key concepts may require finer criteria to be applied.

• Grades do not reflect all learning experiences. Grades provide information on student performance in individual courses or course assignments. They do not provide information on how well students have learned key competencies, such as critical thinking or writing skills.

Adapted from Linda Suskie (2009). Assessing student learning: a common sense guide (2nd Ed). San Francisco,

CA: Jossey Bass.


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Basic Excel Tips & Tricks Organizing your Data

Excel spreadsheets are divided into rows and columns that intersect to create boxes known as cells. Columns are labeled alphabetically (A, B, C…), and Rows are labeled numerically (1, 2, 3…). When entering your assessment data, treat each Row as an individual student, and each Column will then receive information about that student. For Example:

Columns go across / Rows go down

Student Name Pre-test Score

Post-Test Score

Course Section Enrolled In

1 John Smith 76 89 D 2 Mary Hall 65 72 A 3 Martha Knox 58 77 D

Frequently Used Functions

When analyzing your data, there are several Excel functions that you will find most helpful. These are: Average, Median, Mode, Sum, and Frequencies.

Average – The average is calculated by adding a group of numbers and then dividing by the count of those numbers. For example, you may want to know the average score on a particular assignment across all your students in the data set. Excel can do this calculation for you. In the example shown above, you would click in the first empty cell after the last data cell. In the example, you would click in the cell under 58, to calculate an average for – i.e. Pre-Test Score. At the top of Excel, click in the FORMULA bar, then click on the Insert Function button, labeled fx, that is on the left side of the bar. On the pop-up screen that appears, choose AVERAGE and click OK. In the dialog box, Excel will have chosen the cells that it believes you want to average. If the dataset chosen is correct, click OK at the bottom of the dialog box. Otherwise, highlight the data that you want to use with your cursor by clicking in the cell and dragging your cursor down the cells. Once you have highlighted the correct data, click OK and the program will bring back the Average for that set of data.

Median – The median is the number in the middle of a set of given numbers in your dataset. Excel can figure the Median by following the same directions as the Average – except in the Function box chose Median rather than Average.


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Mode - The mode is the most frequently occurring number or value in the dataset. As with Average and Median, you can determine the Mode by following the same directions but choosing Mode in the Function dialog box.

Frequency - This calculates how often a value occurs within a range of data. As an example, if you are using a grading rubric with a scale of 1-5, frequency will tell you how many 1, 2, 3…etc. are in your dataset. The frequency function is a little more complicated. First, choose a place on your spreadsheet where you want the information to reside, then type in the numbers you will be looking for in your dataset. As an example – I have captured information from a rubric and want to see the frequencies so I will input the number I am looking for in the column below in green:

1 2 3 4

I will then highlight the column next to the numbers I have just put in. I will then start the process much like the others by choosing the Formula tab and then Function, Frequency, and a pop-up menu that has Data Array listed first will appear – I will use the cursor to highlight the data I want used, then in the second cell it will say Bins Array. For this request, I will highlight the numbers I have created (1-5). At this point, I will want to click OK– BUT DON’T DO IT. Instead I will choose CTRL, SHIFT, ENTER together on my keyboard. This will bring the results for all the cells I’ve highlighted.

Sorting – This function allows you to look at your data in different ways by sorting on different components of the data that you chose. First, on the tabs running across the top of the Excel worksheet, click the Data tab. You will get a set of new commands that include a Sort function about half-way across the top of your worksheet. Place your cursor anywhere in the data and then click Sort. A pop-up menu appears. If you have headers on the first row of your data identifying what is in each column, check the box on the right side of the dialog box labeled “My data has headers.” This will sort according to the information in the headers. Next, click on the drop down menu by “Sort by”, choose your “Sort on” – which is usually “Values” and the “Order.” You may sort your data using multiple levels of sorting and can add a level to your sort list by choosing “Add Level” at the top left hand corner. If you decide not to use this data sort, you can also delete additional sorts by choosing “Delete Order.”


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Visualizing Data – Creating Charts and Graphs in Excel Creating charts

• To create and customize a chart at the same time, highlight the data you want to present in the chart, and then click Insert on the Standard toolbar. Options from this toolbar include Charts, Sparklines, Illustrations and Tables.

• To create a chart instantly from the data you have highlighted, press F11 or ALT+F1. • Or to create a chart, you can choose from the toolbar the Column, Line, Pie, Bar, etc. • Changing the chart type of your chart is easy. On the left side of the toolbar you will

see an icon for Change Chart Type or you can right-click the chart, and then click Chart Type.

Chart display • Once the chart has been created, you can double-click a part of a chart to open the

Format dialog box for that object. • Change the point at which the category and value axes cross by double-clicking the

category • You can move or resize the plot area of a chart. Drag its border to move it, or drag a

selection handle to change the size. • Change the overlap between bars or columns by selecting them, and then clicking

Selected Data Series on the Format menu. On the Options tab, change the percentage in the Overlap box.

• As you use the arrow keys to scroll through the Chart Objects box on the Chart toolbar, the corresponding item in the chart is selected.

Data markers, data labels, and text • In most charts, you can format an individual data marker. Click the marker until it is

the only one selected, and then click Selected Data Point on the Format menu. • You can label all points in a data series. Select the data series, click Selected Data

Series on the Format menu, and then select the label options on the Data Labels tab.

• You can reposition selected data labels automatically. Click Selected Data Labels on the Format menu, and then select the options you want on the Alignment tab.

• If data labels overlap, you can drag them to another location or choose a smaller font size for them in the Font Size box on the Formatting toolbar.

• Fix truncated labels on an axis by double-clicking them, and then changing the rotation angle on the Alignment tab. If the angle is 0, 90, or -90 degrees, the text will wrap.

• Use different colors for each marker in a selected data series by clicking Selected Data Series on the Format menu. On the Options tab, select the Vary colors by point check box.

• When you click the Spelling button to check the spelling in a chart, all text that is not linked to the worksheet will be checked.


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SLO 2: “Collaborate respectfully with others “

Assessment of Professionalism in Practical Nursing Student

ID Assigned: ___________

Date of Assessment:

Dimensions Exemplary 3 points

Competent 2 points

Developing 1 point

APPEARANCE

Well-groomed Professional dress No visible tattoos 1 ear piercing per lobe Nails in good repair – no polish

Clean More than 1 piercing Tattoo exposed Bright nail polish

Wrinkled Unkempt Dirty shoes Nails in poor repair Artificial nails

BODY LANGUAGE

(NON-VERBAL)

Open – faces toward patient/faculty/staff

Constant Eye contact Soft Touch to prepare patient

Open – faces frequently toward patient/faculty/staff

Frequent Eye Contact Touches patient to prepare

Turns away from patient/faculty/staff

Little eye contact Doesn’t prepare patient for touch

PROMPTNESS

(Timeliness/Tardiness)

15 minutes early Allows for prep time with nurse going off shift

5 minutes early Short overlap with nurse going off shift

On-time Does not allow enough overlap with nurse going off shift

ATTITUDE

(VERBAL)

Positive

Encouraging

Advocate for Patient

Flat tone

Passive

Follower

Apathetic

Aggressive

Doesn’t know patient


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TEAMWORK VALUE RUBRIC for more information, please contact [email protected]

Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)

Capstone 4

Milestones 3 2

Benchmark 1

Contributes to Team Meetings Helps the team move forward by articulating the merits of alternative ideas or proposals.

Offers alternative solutions or courses of action that build on the ideas of others.

Offers new suggestions to advance the work of the group.

Shares ideas but does not advance the work of the group.

Facilitates the Contributions of Team Members

Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage.

Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.

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.

Engages team members by taking turns and listening to others without interrupting.

Individual Contributions Outside of Team Meetings

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.

Completes all assigned tasks by deadline; work accomplished advances the project.

Completes all assigned tasks by deadline.

Fosters Constructive Team Climate

Supports a constructive team climate by doing all of the following:

• Treats team members respectfully by being polite and constructive in communication.

• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.

• Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.

• Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing any three of the following:





Supports a constructive team climate by doing any two of the following:





Supports a constructive team climate by doing any one of the following:





Responds to Conflict Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

Identifies and acknowledges conflict and stays engaged with it.

Redirecting focus toward common ground, toward task at hand (away from conflict).

Passively accepts alternate viewpoints/ideas/opinions.


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CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected]

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Capstone

4

Milestones

3 2

Benchmark

1

Explanation of issues Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Issue/problem to be considered critically is stated without clarification or description.

Evidence Selecting and using information to investigate a point of view or conclusion

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.

Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.

Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question.

Influence of context and assumptions

Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others' assumptions and several relevant contexts when presenting a position.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

Student's position (perspective, thesis/hypothesis)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Conclusions and related outcomes (implications and consequences)

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.


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QUANTITATIVE LITERACY VALUE RUBRIC for more information, please contact [email protected]

Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).

Capstone 4

Milestones 3 2

1

Interpretation Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words)

Provides accurate explanations of information presented in mathematical forms. Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events.

Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph.

Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the trend line.

Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends.

Representation Ability to convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words)

Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding.

Competently converts relevant information into an appropriate and desired mathematical portrayal.

Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate.

Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate.

Calculation Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. Calculations are also presented elegantly (clearly, concisely, etc.)

Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.

Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem.

Calculations are attempted but are both unsuccessful and are not comprehensive.

Application / Analysis Ability to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis

Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.

Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work.

Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work.

Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work.

Assumptions Ability to make and evaluate important assumptions in estimation, modeling, and data analysis

Explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. Shows awareness that confidence in final conclusions is limited by the accuracy of the assumptions.

Explicitly describes assumptions and provides compelling rationale for why assumptions are appropriate.

Explicitly describes assumptions. Attempts to describe assumptions.

Communication Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized)

Uses quantitative information in connection with the argument or purpose of the work, presents it in an effective format, and explicates it with consistently high quality.

Uses quantitative information in connection with the argument or purpose of the work, though data may be presented in a less than completely effective format or some parts of the explication may be uneven.

Uses quantitative information, but does not effectively connect it to the argument or purpose of the work.

Presents an argument for which quantitative evidence is pertinent, but does not provide adequate explicit numerical support. (May use quasi-quantitative words such as "many," "few," "increasing," "small," and the like in place of actual quantities.)


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INQUIRY AND ANALYSIS VALUE RUBRIC for more information, please contact [email protected]

Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.

Capstone 4

Milestones 3 2

Benchmark 1

Topic selection Identifies a creative, focused, and manageable topic that addresses potentially significant yet previously less-explored aspects of the topic.

Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.

Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.

Identifies a topic that is far too general and wide-ranging as to be manageable and doable.

Existing Knowledge, Research, and/or Views

Synthesizes in-depth information from relevant sources representing various points of view/approaches.

Presents in-depth information from relevant sources representing various points of view/approaches.

Presents information from relevant sources representing limited points of view/approaches.

Presents information from irrelevant sources representing limited points of view/approaches.

Design Process All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines.

Critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.

Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.

Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.

Analysis Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.

Organizes evidence to reveal important patterns, differences, or similarities related to focus.

Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.

Lists evidence, but it is not organized and/or is unrelated to focus.

Conclusions States a conclusion that is a logical extrapolation from the inquiry findings.

States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.

States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.

States an ambiguous, illogical, or unsupportable conclusion from inquiry findings.

Limitations and Implications Insightfully discusses in detail relevant and supported limitations and implications.

Discusses relevant and supported limitations and implications.

Presents relevant and supported limitations and implications.

Presents limitations and implications, but they are possibly irrelevant and unsupported.


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Resources Available in the Office of Assessment, Evaluation and Institutional Outcomes for Check-Out

Book Title

Author(s)

A Bird's-Eye View of Assessment Trudy W. Banta

Action Research Essentials Dorothy Valcarcel Craig

Active Assessment: Assessing Scientific Inquiry David I. Hanauer, Graham F. Hatfull and Deborah Jacobs-Sera

Advancing Student Learning Outcomes in Community and Technical Colleges Catherine Crain and Glen Rogers

Assessing Academic Programs in Higher Education Mary J. Allen

Assessing College Student Learning: Evaluating Alternative Models, Using Multiple Models

Robert J. Sternberg, Jeremy Penn, Christie Hawkins

Assessing General Education Programs Mary J. Allen

Assessing for Learning: Building a Sustainable Commitment Across the Institution Peggy L. Maki

Assessing Student Learning a common sense guide Linda Suskie

Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics (2 copies) Terrel L. Rhodes and AAC&U

Assessing Student Achievement in General Education Trudy W. Banta

Assessing Student Learning in the Disciplines Trudy W. Banta

Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl

Assessment Clear and Simple: A practical Guide for Institutions, Departments and General Education 2nd Edition Barbara E. Walvoord

Assessment Essentials: Planning, Implementing and Improving Assessment in Higher Education

Catherine A. Palomba and Trudy Banta

Assessment For Excellence: Second Edition Alexander W. Astin and Anthony Lising Antonio

Assessment in Creative Disciplines: Quantifying and Qualifying the Aesthetic

David Chase, Jill Ferguson, Joseph Hoey IV

Assessment in Practice: Putting Principles to Work on College Campuses Trudy W. Banta, Jon P. Lund, Karen E. Black, and Frances W. Oblander


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Assessment in Student Affairs John H. Schuh

Assessment Methods for Student Affairs John H. Schuh

Assessment of Higher Order Thinking Skills Gregory Schraw and Daniel R. Robinson

Assessment of Student Learning in College Mathematics Bernard L. Madison

Assessment of Writing Marie C. Paretti and Katrina M. Powell

Building a Scholarship of Assessment Trudy W. Banta

Classroom Assessment Techniques: A Handbook for College Teachers (3 copies)

Thomas A. Angelo and K. Patricia Cross

Coming to Terms with Student Outcomes Assessment: Faculty and Administrators Journey's to Integrating Assessment in Their Work and Institutional Culture

Peggy L. Maki

Community College Assessment Trudy W. Banta

Connecting the Dots: Developing Student Learning Outcomes & Outcomes Based Assessments Ronald S. Carriveau

Creating a Climate for Service Learning Success Carol Jeandron and Gail Robinson

Cultivating Community Beyond the Classroom Mary Prentice, Gail Robinson & Madeline Patton

The Departmental Guide and Record Book for Student Outcomes Assessment and Institutional Effectiveness: Third Edition

James O. Nichols, and Karen W. Nichols

Designing Effective Assessment: Principles and Profiles of Good Practice Trudy W. Banta, Elizabeth A. Jones, Karen E. Black

Designing and Assessing Courses and Curricula: A Practical Guide Robert M. Diamond

Developing Outcomes-based Assessment for Learner-centered Education Amy Driscoll and Swarup Wood

Effective Reporting Liz Sanders and Joseph Filkins

Engaging the Online Learner: Activities and Resources for Creative Instruction

Rita-Marie Conrad and J. Ana Donaldson

Evaluation in Organizations Darlene Russ-Eft, Hallie Preskill


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General Education Assessment for Improvement of Student Academic Achievement: Guidance for Academic Departments and Committees

James O. Nichols, and Karen W. Nichols

Hallmarks of Effective Outcomes Assessment Trudy W. Banta

Improving Writing and Thinking Through Assessment Teresa L. Flateby

Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning (2 copies)

Dannelle D. Stevens and Antonia J. Levi

Knowing What Student Know: The Science and Design of Educational Assessment National Research Council

Leading Assessment for Student Success: Ten Tenets that Change Culture and Practice in Student Affairs Rosie Phillips Bingham

Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning Mary E. Huba, Jann E. Freed

Learner-Centered Assessment: Real Strategies for Today's Students Celeste Fenton, Brenda Ward Watkins

Learning Assessment Techniques Elizabeth Barkley, Claire Howell Major

Learning in the Field: An Introduction to Qualitative Research Gretchen B. Rossman, Sharon F. Rallis

Make It Stick: The Science of Successful Learning Peter C. Brown, Henry L. Rodriguez III, Mark A McDaniel

Outcomes-Based Academic and Co-Curricular Program Review (2 copies)

Marilee J. Bresciani

Outcomes-Based Assessment for Learner-Centered Education (2 copies) Amy Driscoll, Swarup Wood

Prioritizing Academic Programs and Services Robert C. Dickeson

Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st Century Needs

Peggy L. Maki

Service Learning: Cultivating Community beyond the Classroom Mary Prentice, Gail Robinson, and Madeline Patton


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Student Affairs Assessment: Theory to Practice Gavin W. Henning

Talking College Teaching Seriously: Pedagogy Matters! Gail O. Mellow, Diana D. Woolis, Marisa Klages-Bombich, Susan G. Restler

Tests and Assessment W. Bruce Walsh, Nancy E. Betz

Test Better, Teach Better: The Instructional Role of Assessment W. James Popham

Transformative Assessment W. James Popham

Using Curriculum Mapping & Assessment Date to Improve Learning Bena Kallick and Jeff Colosimo

Using Evidence of Student Learning to Improve Higher Education The Josey-Bass higher and Adult Education Series

Where's the Learning in Service-Learning? Janet Eyler and Dwight E. Giles, Jr.

Billington Library Resources: Assessing Learning Outcomes

http://jccc.libguides.com/assessment

http://jccc.libguides.com/assessment


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Templates


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Assessment Planning Worksheet

My Assessment Research Question is:

Student Learning Outcome (SLO) to be assessed:

� Access and evaluate information from credible sources. � Collaborate respectfully with others. � Communicate effectively through the clear and accurate use of language. � Demonstrate an understanding of the broad diversity of the human experience and the

individual’s connection to society. � Process numeric, symbolic and graphic information. � Read, analyze and synthesize written, visual and aural material. � Select and apply appropriate problem-solving techniques. � Use technology efficiently and responsibly.

Course(s) in which assessment will take place:_____________________________________

Activity (ies) in which SLO might be assessed:

Description of assessment tool: Think through what you are already doing in your course – can it be modified or incorporated?

� Current class/course activity/assignment o Survey o Culminating Assignment o Course Embedded Assessment o Portfolio o Pre-test/Post-test o Rubric Evaluation o Performance Review o Standardized Instrument o Other (please define) ______________________________________


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Description of scoring method(s) (check all that apply):

� Rubric (a scoring tool that lays out the specific expectations for the assessment) � Percentage Correct (for embedded test questions – when answers are dichotomous –

right/wrong) � Scaled Distribution (for use when answers are not dichotomous, but may be partially

correct along a scale) � Cross-scored by faculty (when faculty from within the discipline all provide scoring on a

rubric) � Gain Scores (Pre/Post Scores) � Other (define) ______________________________________________

Description of data collection methods: (Consider using a pilot to test if the instrument measures your assessment question)

� Single Course � Multiple Sections ______# of Sections � Single Faculty Member � Multiple Faculty Members ________# of Faculty � Sample ________# of Students � Entire Population _________# of Students

Timeline: Semester data will be collected________________

When in the semester will you collect the data _________________?

Select time and place for analysis (Circle one): Retreat/Department Meeting/World Café


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Assessment Progress Report

Introduction Department or Program

Names and contact information for individual members of department or program performing leadership roles with the Student Learning Outcomes Assessment initiative:

Student Learning Outcome (SLO) assessed:

� Access and evaluate information from credible sources

� Collaborate respectfully with others

� Communicate effectively through the clear and accurate use of language

� Demonstrate an understanding of the broad diversity of the human experience and the

individual’s connection to society

� Process numeric, symbolic and graphic information

� Read, analyze and synthesize written, visual and aural material

� Select and apply appropriate problem-solving techniques

� Use technology efficiently and responsibly


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Summary of Assessment Method(s) Description of assessment tool:

� Survey � Culminating Assignment � Course Embedded Assessment � Portfolio � Pre-test/Post-test � Rubric Evaluation � Performance Review � Standardized Instrument � Other (please define) ______________________________________________

Description of how assessment tool measures SLO:

Description of scoring method(s) (check all that apply):

� Rubric (a scoring tool that lays out the specific expectations for the assessment) � Percentage Correct (for embedded test questions – when answers are dichotomous –

right/wrong) � Scaled Distribution (for use when answers are not dichotomous, but may be partially

correct along a scale) � Cross scored by faculty (when faculty from within the discipline all provide scoring on a

rubric) � Gain Scores (Pre/Post Scores) � Other (please define) ______________________________________________

Description of data collection methods:

� Single Course � Multiple Sections � Single Faculty Member � Multiple Faculty Members � Sample ________# of Students


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� Entire Population ________# of Students

Timeline:

Semester data was collected: ____________________________

When in the semester was data collected: ___________________________

When did analysis take place/ or is planned: ____________________________

Person(s) charged with data collection and/or analysis:

Data Summary and Analysis or Next Steps Summarize data collected, you may wish to include charts/graphs. Include next steps to increase student learning based on data analysis.


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Mastery Matrix

Based on the department’s discussion of what constitutes Mastery, Progressing, and Low/Now Mastery in the discipline/course please provide aggregated results for your students. See below for outcome definitions for each of the Student Learning Outcomes.

Total # of Students Assessed in Course

# Attaining Mastery

# Attaining Progressing

# Attaining Low/No Mastery

Thank you for sending your Progress Report to the Assessment Office.


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SLO # 1 – Access and evaluate information from credible sources

Mastery Progressing Low/No Mastery

Definition: 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).

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.

Definition: : Student cannot consistently differentiate between credible and non-credible sources.

SLO # 2 – Collaborate respectfully with others


Definition: Student engages team members in ways that facilitate their contributions to meetings by both constructively building upon and synthesizing the contributions of others.

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

Definition: Student exhibits low commitment to collaboratively work with team members.

SLO # 3 – Communicate effectively through the clear and accurate use of language


Definition: Student consistently presents ideas, information and concepts clearly without error that detracts from communicating accurately with the target audience.

Definition: Student generally presents ideas, information and concepts clearly, but with error that decreases accuracy of the message communicated with the target audience.

Definition: Student presents ideas, information and concepts unclearly, with errors that obscure the message communicated with the target audience.

SLO # 4 – Demonstrate and understanding of the broad diversity of the human experience and the individual’s connection to society.


Definition: Student demonstrates evidence of adjustment in attitudes and beliefs. Learning from diversity of communities and cultures.

Definition: Student has awareness that attitudes and beliefs are different from those of other cultures and communities.

Definition: Student expresses attitudes and beliefs as an individual. Is indifferent or resistant to what can be learned from diversity of communities and cultures

SLO # 5 - Process numeric, symbolic and graphic information


Definition: Student provides accurate explanations/ processing of mathematical forms. Makes appropriate inferences based on that information.

Definition: Student provides somewhat accurate explanations/ processing of mathematical forms. but occasionally makes minor errors related to computations or units.

Definition: Student attempts to explanations/processing of mathematical forms, but draws incorrect conclusions about what the information means, or commits major computational errors.


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SLO # 6 – Read, analyze and synthesize written, visual and aural material


Definition: Student consistently recognizes and can communicate implications of the material for contexts, perspectives, or issues.

Definition: Student draws basic inferences about context and purpose of the material.

Definition: Student exhibits little to no understanding of material.

SLO # 7 – Select and apply appropriate problem-solving techniques


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.

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.

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.

SLO # 8 – Use Technology efficiently and responsibly


Definition: Most of the time the student demonstrates the ability to use technology efficiently and responsibly.

Definition: Some of the time the student demonstrates the ability to use technology efficiently and responsibly.

Definition: Student rarely or never demonstrates the ability to use technology efficiently and responsibly.


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Assessment Mini-Grants

Objective

Assessment Mini-Grants provide divisions or departments in the instructional branch a source of funds to support evidence-based initiatives in order to assess JCCC’s student learning outcomes (SLOs) in credit courses.

Funding may be used for the following:

1. Supplies, resource materials, including books, printing, postage. 2. Travel reimbursement for related assessment activities that occur within the current fiscal

year. 3. Equipment or software dedicated to assessment efforts of SLOs. (Any equipment or

software purchased with mini-grant funds must be used for the purposes of assessment. Mini-grant funds may not be used for items that fall under ITP requests.)

4. Costs associated with data input or analysis of SLOs (Mini-grant funds may not be used to pay JCCC employees.)

5. Honoraria for on-campus visits by guest speakers or external consultants who can provide expertise for assessment efforts.

6. Retreat for faculty for assessment initiatives. Food may be included. (For on-campus retreats, see JCCC catering menu at http://www.jccc.edu/files/pdf/diningservices/catering-brochure.pdf). Mini-grant funds may not be used for food for regular committee meetings.

7. Potentially other projects that can be tied to assessment of student learning. (We are open to suggestions!).

Eligibilty

Full-time and adjunct teaching faculty in the instructional branch may apply. Faculty who have received funding for a previous mini-grant and are applying for another mini-grant must have on file in the offiice a summary from the previous mini-grant and, if appropriate, a final report.

Amount of funding

Grant award amounts are available up to $750 each.

Timeline

Mini-grant is on a rolling deadline of the 15th of each month during the academic year. However, it should be noted that funds received in the 2017-2018 budget year must be spent prior to July 1, 2018.

Submission of Application

After completing the application, submit a signed copy to the Office of Assessment, Evaluation and Institutional Outcomes, Box #58 or to [email protected] . The submitted copy (hard or electronic) must contain the appropriate signatures. A brief summary of the completed project will

mailto:[email protected]


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be required within one month of the end of the project. A copy of the summary report form is attached or is available from the office.

An assessment Progress Report based on the work accomplished through the use of mini-grant funds should be submitted within one year of receiving funding. A copy of that template will be forwarded when mini-grant funds are received.

Questions

Please contact the Office of Assessment, Evaluation and Institutional Outcomes (262 GEB) at 469-7607 or email [email protected] with any questions. Evaluation criteria and samples of funded mini-grants are available on infoshare at the following site: Assessment of Student Learning Outcomes.



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Office of Assessment, Evaluation and Institutional Outcomes Mini-Grants

Objective The purpose of the Office of Assessment, Evaluation and Institutional Outcomes Mini-Grants is to provide divisions or departments in the instructional branch a source of funds to support evidence-based initiatives to assess JCCC’s student learning outcomes (SLOs) in credit courses. Eligibility Full-time and adjunct teaching faculty in the instructional branch may apply. Faculty who have received funding for a previous mini-grant and are applying for another mini-grant must have on file in our office a summary from the previous mini-grant and, if appropriate, a final report. Amount of funding Grant award amounts are available up to $750 each. Timeline Mini-grant is on a rolling deadline of the 15th of each month during the academic year. However it should be noted that funds received in the budget year must be spent prior to July 1 when the next budget year begins. Submission of Application After completing the application, submit a signed copy to the Office of Assessment, Evaluation and Institutional Outcomes, Box #58 or to [email protected] . The submitted copy (hard or electronic) must contain the appropriate signatures. A brief summary of the completed project will be required within one month of the end of the project. A copy of the summary report form is attached, or is available from our office. An assessment Progress Report based on the work accomplished through the use of mini-grant funds should be submitted within one year of receiving funding. A copy of that template will be forwarded when mini-grant funds are received. Questions Please contact our office (262 GEB) at 469-7607 or email [email protected] with any questions. Evaluation criteria and samples of funded mini-grants are available on infoshare at the following site: Assessment of Student Learning Outcomes.




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Application for Assessment Mini-Grant

Date: Division or Program included in this project: Name/s: Department: E-mail: Phone: Mailbox: Title of Project: State the Student Learning Outcome/s to be assessed (see back page of the application for SLOs) as well as any program or course level outcomes to be assessed. Brief description of the project. Describe the assessment plan (activity) that will result from the mini-grant funds which will aid in the assessment of the SLOs. Please consider the following prompts when completing this section:

• Beginning date and ending date for the project • Description of the project • Future plans that may be developed from the project • How the assessment data be collected • Connections to any previous assessment efforts, if appropriate

Specify the expected impact on students, faculty and/or curriculum. Plan for analysis and interpretation of results (if applicable).

• In what ways will you analyze and interpret what you have learned through the project? • Your findings might include actual data of student learning and possibly analysis of the effectiveness of a new

method you piloted. Communication of the results

• Specify a plan for communicating the results with faculty within your department, division and program. • How you will seek to share your findings with JCCC colleagues outside your department, division and program,

or in national or regional conferences. Sustainability of assessment activities

• Briefly describe how the assessment activity will contribute to on-going assessment efforts.


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Itemized Budget Please indicate what broad area(s) of assessment your project falls into: Travel (Please provide backup documentation comparable to Travel Authorization requirements). Retreat (No more than $20.00 food cost per person – please provide itemized budget for other

expenditures related to retreat). Honoraria for on-campus visit by guest speakers or external consultants. Books (if under $100 consider using Fast-Track Mini-grant Application). Equipment/Hardware Software Other:______________________________

• Thoroughly list and document each budget item and cost. • Relevant supporting budget documentation must be attached for the application to be

considered – including costs from JCCC catering for retreats. Example Budget: $204 – 12 catered lunch from campus catering (menus attached) $188 – 12 books for participants, two titles, description and cost attached from Amazon Total Budget $492 Total Amount Requested: _________________________

Name/s ____________________________________ ____________________________________ Name Signature _______________ Date Department Chair or Assessment Chair (if appropriate): ____________________________________ ____________________________________ Name Signature _______________ Date Dean: ____________________________________ ____________________________________ Name Signature _______________ Date


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Student Learning Outcomes At the course, program and institutional level, Johnson County Community College is committed to cultivating in our students the following Student Learning Outcomes. Successful students will be able 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 and the

individual’s connection to society

5. Process numeric, symbolic and graphic information

6. Read, analyze, and synthesize written, visual and aural material

7. Select and apply appropriate problem-solving techniques

8. Use technology efficiently and responsibly


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Form A and B


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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 Matrices

(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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SLO # 2 – Collaborate respectfully with others

Course(s)

(Aggregate


course)

Assessment Method




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.




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SLO # 3 – Communicate effectively through the clear and accurate use of language

Course(s)

(Aggregate


course)

Assessment Method




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.




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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




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




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SLO # 5 – Process numeric, symbolic and graphic information

Course(s)

(Aggregate


course)

Assessment Method




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.




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SLO # 6 – Read, analyze and synthesize written, visual and aural material

Course(s)

(Aggregate


course)

Assessment Method




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.




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SLO # 7 – Select and apply appropriate problem-solving techniques

Course(s)

(Aggregate


course)

Assessment Method




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.




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SLO # 8 – Use Technology efficiently and responsibly

Course(s)

(Aggregate


course)

Assessment Method




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.


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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Office of Assessment, Evaluation and Institutional Outcomes GEB 262, Mailbox 58

Sheri Barrett, EdD, Director [email protected] 913-469-7607

Sonia Akins, Coordinator [email protected] 913-469-8500, ext. 3605

Liz Loomis, Administrative Assistant [email protected] 913-469-8500, ext. 3646

Documents

Student Learning Outcomes Assessmentblogs.jccc.edu/outcomesassessment/files/2012/02/... · Guiding Principles of the Academic Assessment Process at JCCC Honest, insightful, and productive