SLO Assessment

1. FLEX Day August 23, 2012 SLO Assessment

2. Moreno Valley Assessment Committee • Larissa Broyles – HSS • Dan Clark – COMM • Lisa Hausladen – HHPS • Cheryl Honore – BITS • Jeanette LaPorte- BCTC • Diane Marsh – MSK • Cordell Briggs and Sheila Pisa – Co-Chairs

3. What is Assessment? • “Assessment is the systematic collection, review and use of information about educational programs undertaken for the use and purpose of improving learning and development” (Palomba & Banta, 1999) • Direct Assessment: conducted with observed student work or behavior • Indirect Assessment: gathering of students’ perceptions of what they’ve learned

4. SLO Assessment Cycle

5. Report on Assessment Progress • Over 70% of MVC courses have completed at least one direct assessment (big improvement from 45% in fall 2011) • We have surveyed approximately 80% of MVC classes • 13% of MVC courses have done more than one direct assessment

6. Stepping Up to a New Level • ACCJC has defined various levels of assessment • Awareness • Development • Proficiency • Sustainable Continuous Quality Improvement • In Fall 2012 we are expected to show our efforts at meeting Proficiency

7. ACCJC Defines SLO Proficiency • SLO and authentic assessments are in place for courses, programs, support services, certificates, and degrees • Widespread institutional dialogue and identification of gaps • Decision making is based on assessment • Reports are fine tuned and completed regularly • Course SLOs are aligned with degree SLOs (e.g. General Ed SLOs, Areas of Emphases SLOs, and Program Level Outcomes) • Students demonstrate awareness of goals and purposes of courses in which they are enrolled From ACCJC Rubrics

8. What is Authentic Assessment? • Authentic assessments require students to be effective performers with acquired knowledge. • Authentic assessments present the student with the full array of tasks that mirror the priorities and challenges found in the best instructional activities: conducting research; writing, revising and discussing papers; providing an engaging oral analysis of a recent political event; collaborating with others on a debate, etc. • Authentic assessments attend to whether the student can craft polished, thorough and justifiable answers, performances or products. Wiggins, Grant (1990), Retrieved from http://pareonline.net/getvn.asp?v=2&n=2

9. Example • Michael Schwartz, English 7 • Some other examples can be found in the folder labeled FLEX on the assessment sharepoint site: mvcsp.com/loa

10. Where do we need to improve? • Improve our continuous cycles of assessment • Develop and assess Program Level Outcomes (PLOs) for CTE programs • Define academic programs, develop and assess PLOs for them • Create and assess Institutional Learning Outcomes (ILOs) • Connect assessment to program review and planning

11. ACCJC’s Holy Trinity PLOs ILOs Goals

12. How these areas are related? • SLO and Service Area Outcomes (SAO) Assessment feed Program Level Outcomes through the Program Review process • Program Level Outcomes are assessed and integrated into institution-wide planning for improvement and informed decision-making • The institution assesses progress toward achieving its educational goals

13. What does this mean for faculty? • All faculty, full and part-time, must be continuously involved in assessing their courses • Assessment cycles for courses should be determined and justified by departments/disciplines, and SLOs routinely discussed at department meetings • In the case of multiple sections, there should be a concerted effort to make an assessment plan • Assessments should be direct (or a combination of direct and indirect), and as authentic as possible

14. Assessment Activity • Think-Pair-Share • Write up a plan and email it to sheila.pisa@mvc.edu