2016-17 Assessment Plan
ACCJC Communications
Assessment vs. Documentation
Assessment
Assessment Documentation
ACCJC requires
documentation of:
• CLOs and PLOs
• Measures of
Assessment
• Criteria
• Quantitative
Results
• Qualitative
Results
• Action Plans
• Follow-up
• Aggregation
• Disaggregation
Etc.
Past Documentation Problems
TracDat anecdotes
• Good for running reports
• Not great for documenting at the
course-level
• Not intuitive
• Confusing
• Lots of resources, time, energy have
focused on the software
Leadership changes
• Loss of Division Chairs
• Programs without a coordinator
• Yearly trainings needed for new
coordinators
Time
• Programs are different sizes, so they
have different assessment needs and
timing.
• Courses have different SLOs, so they
have different assessment needs and
timing.
• Instructors have varying schedules, so
they have different assessment needs
and timing.
=One size does not fit all. All of our
current Flex Days are one size fits all
(same day, length, etc.).
Lack of a plan
• 5+1 ended without a replacement
2016-17 Assessment Plan
Step 1: Training/Workshop for Program Coordinators and faculty
leads
Identify coordinators for areas where there isn’t one
Support all coordinators
Best practices presentations (1 hour):
• Choosing Appropriate Measures
• Using Rubrics (or not)
• Creating Assessment Templates
• Examples of Quantitative vs. Qualitative summaries
• Writing Effective PLOs (across degrees, certificates, etc.)
*We will record these for all faculty to access online after.
Coordinator Training cont.
Coordinators chart an assessment cycle (1 hour)
Individualized assessment cycle/goals
For 2016-17 and beyond:
• Get to sustainable, continuous quality improvement as soon as possible
• Be conscious of faculty workload
• LOAC will provide a list of courses that don’t have data or have only 1 entry
to help plan.
• All degrees or certificates need PLOs.
*Coordinators will share these projections with their departments on Fall
Flex Day.
*LOAC will review them at their September meeting.
Coordinator Training cont.
Learning Outcomes Coordinator will work with coordinators to create
assessment instruments (1 hour).
Work around TracDat
For programs not at the sustainable, continuous phase:
• Use course templates/surveys to gather data across sections
• Use course templates/surveys for faculty who don’t want to use TracDat
• Fill out part of the template/survey (so faculty only need to fill in 3 boxes)
*Coordinators will help mentor each other.
Sample CLO
Assessment Template
Individual faculty only
need to fill out these 3
boxes
Sample Results
Quantitative: 80% of students received a grade of C or higher.
Qualitative (What strengths did students demonstrate?):
The balance between each student’s voice and the use of source material
was strong in most essays. Research was well analyzed, with some synthesis
showing areas of agreement on ethical issues between sources. Students
showed creativity in their ideas, and competency in their ability to sustain a
thesis throughout.
(What weaknesses did students demonstrate?)
Students struggled in presenting a variety of sources. They are likely not
expanding their online searches wide enough to pull together diverse and
effective support material.
Sample Action Plan
Action Plan:
Create a handout to help students practice evaluating sources outside
of library databases. Continue to recommend students attend Success
Center workshops on searching for sources. More classroom access to
computer labs and updated laptop carts would also help instructors to
be present while students search to help them expand.
***Documentation is useful!!!***
The next instructor can see suggestions on what to do better.
It helps facilitate dialogue at the program level.
College leaders can identify what resources are needed.
2016-17 Assessment Plan
Step 2: Establish a schedule of check-in points
LOAC will check in around these dates to provide assistance.
•
•
•
•
Coordinators send out templates to individual faculty
Individual faculty return templates
Data is entered into TracDat
Coordinators aggregate courses with multiple sections
*A communication schedule will help us identify when you need support.
*LOAC will focus on programs not in the sustainable, continuous quality
improvement phrase for extra support.
Communications Schedule
Other Professional Development
Step 3: Provide more opportunities to share best practices
Training for all personnel
• Drop-in hours with the Learning Outcomes Coordinator
• Training/workshops for full-time and part-time faculty
• Training/workshop for non-credit programs
• Training/workshop for Student Services programs
• Create an online repository for videos and sample assessments
Step 4: NVC Assessment Activity Day?
 Gives faculty time to document and attend training
• Similar to taking a conference day, faculty have the option to fill out a leave
slip and select “Assigned NVC Activity.”
• Allows faculty to choose which day from their teaching schedule works
best to not hold class meetings and do assessment work instead.
Example
Tuesday Load:
Office hours 9-11 a.m.
English 120 11-12:15
English 123 1:30-3:20
Total time given: 6 hours
• Departments could suggest faculty try to choose the same day when
dialogue needs to occur.
Step 5: Write a Long-Term Plan
• Send a survey to faculty to identify other problems and solutions
• Carry over what worked from the short-term plan
• Research other software programs
• Explore Canvas assessment tools
• Increase attendance at learning outcomes conferences
• Analyze the Learning Outcomes Coordinator position for the ideal job
description
• Regularly evaluate our assessment process and practices