Roles and Responsibilities of The
Learning Evidence Team at CCRI
Presented at CCRI
Peggy Maki
PeggyMaki@aol.com
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Learning Evidence Team
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States its mission and purpose—focuses
on evidence to improve learning; focuses
on our professional learning as well
Is recognized as a standing committee
Involves broad representation across the
curriculum and co-curriculum (student
representation as well)
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Heartland Community College
As faculty at Heartland Community
College, we believe that institutional
success is measured by student success.
Therefore, we are committed to improving
student performance, and we believe that
assessment provides us feedback about
the effectiveness of teaching and the
quality of learning. Such assessment
should be formative1, occur on multiple
levels2, and uphold the integrity of
teaching and learning at Heartland
Community College.
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The Assessment Committee (AC) is a
learning team that will provide faculty
with a forum to discuss and share
assessment strategies, make resources
available to encourage continued learning
about assessment, maintain the College's
Learning Outcomes, and encourage
challenging and creative student-centered
instruction. The AC shall be faculty led
with appropriate support from the
Administration to carry out its
responsibilities
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Major Roles and Responsibilities
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Establishes and monitors a calendar for
reporting results across the institution
(annually or for other periods of time)
Establishes policies and procedures that
guide its work and the reports from
departments, programs, and services
Provides peer evaluation of proposed
assessment plans to assure that each
plan addresses the major tasks involved
in assessment
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Oversees assessment of College’s
Core Curriculum
Establishes an agreed upon format
for reporting:
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List of outcomes (including specialized
accreditors’ lists when they exist)
Maps that document where outcomes are
addressed
Times to assess (formative/summative)
Standards and criteria used (norm based or
criteria based)
Expected performance levels
Actual results against expected performance
levels
Analysis and interpretation of results
Proposed changes to improve learning,
timetable for implementation, and report to
team about the efficacy of those changes
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Establishes a website that keeps a
record of assessment plans, results
of assessment methods, proposed
changes, results of proposed
changes
Schedules opportunities for the
community to receive relevant
results and to discuss them to build
collaboration across the institution—
soft times and neutral zones
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Channels results to decision-making and
planning bodies at the College to the
degree that they may shape institutional
priorities
Identifies or provides opportunities for
members of the community to learn more
about assessment—local workshops,
regional workshops, national workshops,
learning on demand workshops
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Establishes a resource site or room so people
can learn through others’ materials or
examples
Communicates results to build departmental
and institutional knowledge about efficacy of
educational practices (web, newsletter,
College wide meetings)
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See:
http://www.ccc.commnet.edu/slat/cma/cma_execu
tive_summary.htm
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Periodically assesses its own
efficacy and assessment needs of
the institution
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Some Institutional Examples
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Mission, Vision, Policy and Purpose Statements
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See Heartland Community College
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See Capital Community College
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http://www.hcc.cc.il.us/committees/assessment/mission.html
http://www.ccc.commnet.edu/portfolio/assess/policy.pdf
Roles and Responsibilities
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See Heartland Community College
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See Delta College
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http://www.hcc.cc.il.us/committees/assessment/mission.html
http://www.delta.edu/assessmt/Assessment%20Committee%
20Structure.rtf
See Capital Community College
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http://www.ccc.commnet.edu/portfolio/assess/policy.pdf
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