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ASSESSMENT AT MERRRIT River Rafting II

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Competently perform the art and science of diagnostic medical imaging. ... diagnostic quality medical images for all basic radiography examinations in a ... – PowerPoint PPT presentation

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Title: ASSESSMENT AT MERRRIT River Rafting II


1
ASSESSMENT AT MERRRIT(River Rafting II)
2
Why Assess Student Learning?
  • There is a compelling public stake in education.
    As educators, we have a responsibility to the
    public that supports or depends on us to provide
    information about the ways in which our students
    meet goals and expectations.
  • Our deeper obligation -- to ourselves, our
    students, and society -- is to improve student
    learning and success.
  • American Association of Higher Education

3
Why Assess Student Learning?
  • Assessment is part of our on-going commitment to
    student learning and allows us to depict more
    fully student experiences and thus more
    effectively
  • target improvement activities.

4
Why Assess Student Learning?
  • When assessment is embedded effectively in
    larger institutional systems, it can help to
    focus our collective attention, examine our
    assumptions and create a shared culture dedicated
    to assuring and improving the quality of higher
    education . Thomas A. Angelo

5
Where were headed today
  • Review Finalized 08-09 ILOs Added ILO Civic
    Engagement Ethics
  • Create an inventory of tools and processes
  • III. View Our Maps (Lunch activity)
  • IV. Closing the Assessment Loop Consider a
    College-Wide Assessment Model

6
Civic Engagement and Ethics
  • Internalize and exhibit ethical values and
    behaviors that address self respect and respect
    for others with integrity and honesty, that will
    enable success and participation in the large
    society.

7
Outcomes to Assessment Essential Tools and
Processes
  • Robust Outcomes
  • Program Map
  • Courses Aligned with Outcomes
  • Key Assessment Points Identified
  • Assessment Tasks Developed
  • Assessment Tools Designed
  • Alignment with ILOs

8
Robust outcomes
Alignment With ILOs
Program Mapped

Assessment Tools Designed
Outcomes to Assessment
Courses Aligned With outcomes
Assessment Points Mapped
Assessment Tasks Developed
9
The Outcomes to Assessment Table
  • Creating a college inventory
  • What resources do we need to increase our
    repertoire of essential tools and processes?

10
These Elements Assist Us
  • Student Learning Outcomes Aligned
  • Institutional Outcomes
  • to Program Outcomes
  • to Course Outcomes
  • 2. Mapping Curriculum Assessment Tasks
  • 3. Assessment Tools Rubrics Scoring Guides

11
Exhibition of MapsLunch Time Activity
Please take time to view the maps posted around
the room. Part II begins at 1 p.m.
12
Create a flow of evidence
13
Why We Assess
  • To assist-- flows naturally from guides
    commitment to learners success
  • To advance-- guides judgment based on evidence
    of readiness
  • To adjust-- focuses on
  • improving
  • our processes

14
Step 6 Make adjustments to improve student
learning/program
Step 1 Define Student Learning Outcomes
Step 2 Develop Assessment tasks
Step 5 Identify key student needs issues
ASSEMENT LOOP
Step 3 Establish Criteria Create Assessment
Tools (Rubrics, Checklists)
Step 4 Gather evidence of student learning
15
Closing the Assessment LoopA Model
  • Departments choose outcome to assess.
  • Individual instructors select major assignment.
  • Individual instructors or departments
  • create a rubric. (This may be a new tool for
    many.)
  • 4. Instructors give the assignment assess
    student performance.

16
Closing the Assessment Loop
  • Individual instructors develop improvement
    pan.(See white Individual Faculty Assessment
    Record Form)
  • Instructors share their work at department
    meeting.
  • Department develops plan to address key issues
    and needs. (See buff Department Assessment
    Form)
  • Chairs record discussion and attach to program
    review.

17
Two Merritt Programs Closing the Assessment Loop
  • Radiologic Technology
  • Child Development

18
Closing the Assessment LoopRadiologic Technology
19
Radiologic Science Program Outcomes
  • Competently perform the art and science of
    diagnostic medical imaging.
  • Produce diagnostic quality medical images for all
    basic radiography examinations in a hospital work
    environment.
  • Communicate effectively with patients by taking
    appropriate histories, giving appropriate
    instructions, and providing information as
    needed.
  • Exercise critical thinking and problem solving
    skills by adapting radiographic examinations to
    individual patient needs and conditions.
  • Function as an effective health care team member
    by providing services in a manner that
    complements those performed by other team
    members.

20
Student Learning Outcomes
  • Produce diagnostic quality medical images for
    all basic radiography examinations in a hospital
    work environment
  • Pass ARRT examination
  • Communicate effectively with patients by taking
    appropriate instructions and providing
    conformation as needed


Sem. 3
Sem. 4
Sem. 5
Sem. 2
QA Fluoroscopy Protection
RADTC 5B Patient Care 2
Sem. 6
RADTC 5A Patient Care1
RADTC 10B Seminars in Rad. Sci. 2
RADTC 4A Radiation Protection
Advanced Imaging
Sem. 1
RADTC 2C Comp./ Digital App.
RADTC 1B Intro. to Rad. Science
RADTC 2B Radiographic Physics 2
RADTC 4B Radiation Protection
Sectional Imaging / Pathology
RADTC 2A Radiographic Physics 1
  • Intended Roles
  • Radiologic Technologist
  • Prerequisites
  • Math 210
  • BIO 2 or BIO 20A
  • BIO 4 or BIO 20B
  • Area 2 Social Behavioral Science
  • Area 3 Humanities
  • Area 4 Language Rationality
  • Area 5 Ethnic Studies
  • Survey of Radiologic Science

Images for Healing
RADTC 3B Positioning 2
RADTC 10A Seminars in Rad. Sci. 1
RADTC 3A Positioning 1
RADTC 9E Clinical Exp. 5
RADTC 9D Clinical Exp. 4
RADTC 9C Clinical Exp. 3
RADTC 9B Clinical Exp. 2
RADTC 9A Clinical Exp. 1
RADTC 1C Intro to Rad. Science (Clinical Educ.)
RADTC 9E Clinical Exp. 5
Valley Care
Program Raidiologic Science AS
JMMC WC / Con.
FORE
Washington
Herrick BMI
Sutter Delta
Eden Hosp. CV / SL
Doctors Pinole
CCRMC
Childrens Oakland
Alta Bates
College Merritt College
Your Name a and Date Here
21
Evidence of Learning-Semester 1(Learning
Assessment INSIDE)
  • Clinical Course
  • Rubrics used for performance of patient
    examinations
  • Rubric for critical thinking activity (patient
    case study)
  • Performance Evaluation including student
    reflection and response
  • Clinical Faculty assess student portfolios using
    assessment tools (rubrics, checklists, etc.)
  • Clinical Faculty meet to discuss issues and
    problems develop improvement plans for students
    having difficulties
  • Implement plan
  • Assess results (start all over!)

22
Evidence of Program Success(Learning Assessment
OUTSIDE)
  • Results of licensing exam
  • Graduate Exit Survey
  • Alumni Survey
  • Employer Survey
  • Radiologist Survey (physicians who work with
    graduates)

23
Program Advisory Committee
  • Composed of students, faculty, industry managers,
    clinical instructors
  • Evaluate survey data and test results
  • Informs curriculum revisions and program policy
    changes

24
Closing the Assessment LoopRadiologic Technology
25
Radiologic Science Program Outcomes
  • Competently perform the art and science of
    diagnostic medical imaging.
  • Produce diagnostic quality medical images for all
    basic radiography examinations in a hospital work
    environment.
  • Communicate effectively with patients by taking
    appropriate histories, giving appropriate
    instructions, and providing information as
    needed.
  • Exercise critical thinking and problem solving
    skills by adapting radiographic examinations to
    individual patient needs and conditions.
  • Function as an effective health care team member
    by providing services in a manner that
    complements those performed by other team
    members.

26
Student Learning Outcomes
  • Produce diagnostic quality medical images for
    all basic radiography examinations in a hospital
    work environment
  • Pass ARRT examination
  • Communicate effectively with patients by taking
    appropriate instructions and providing
    conformation as needed


Sem. 3
Sem. 4
Sem. 5
Sem. 2
QA Fluoroscopy Protection
RADTC 5B Patient Care 2
Sem. 6
RADTC 5A Patient Care1
RADTC 10B Seminars in Rad. Sci. 2
RADTC 4A Radiation Protection
Advanced Imaging
Sem. 1
RADTC 2C Comp./ Digital App.
RADTC 1B Intro. to Rad. Science
RADTC 2B Radiographic Physics 2
RADTC 4B Radiation Protection
Sectional Imaging / Pathology
RADTC 2A Radiographic Physics 1
  • Intended Roles
  • Radiologic Technologist
  • Prerequisites
  • Math 210
  • BIO 2 or BIO 20A
  • BIO 4 or BIO 20B
  • Area 2 Social Behavioral Science
  • Area 3 Humanities
  • Area 4 Language Rationality
  • Area 5 Ethnic Studies
  • Survey of Radiologic Science

Images for Healing
RADTC 3B Positioning 2
RADTC 10A Seminars in Rad. Sci. 1
RADTC 3A Positioning 1
RADTC 9E Clinical Exp. 5
RADTC 9D Clinical Exp. 4
RADTC 9C Clinical Exp. 3
RADTC 9B Clinical Exp. 2
RADTC 9A Clinical Exp. 1
RADTC 1C Intro to Rad. Science (Clinical Educ.)
RADTC 9E Clinical Exp. 5
Valley Care
Program Raidiologic Science AS
JMMC WC / Con.
FORE
Washington
Herrick BMI
Sutter Delta
Eden Hosp. CV / SL
Doctors Pinole
CCRMC
Childrens Oakland
Alta Bates
College Merritt College
Your Name a and Date Here
27
Evidence of Learning-Semester 1(Learning
Assessment INSIDE)
  • Clinical Course
  • Rubrics used for performance of patient
    examinations
  • Rubric for critical thinking activity (patient
    case study)
  • Performance Evaluation including student
    reflection and response
  • Clinical Faculty assess student portfolios using
    assessment tools (rubrics, checklists, etc.)
  • Clinical Faculty meet to discuss issues and
    problems develop improvement plans for students
    having difficulties
  • Implement plan
  • Assess results (start all over!)

28
Evidence of Program Success(Learning Assessment
OUTSIDE)
  • Results of licensing exam
  • Graduate Exit Survey
  • Alumni Survey
  • Employer Survey
  • Radiologist Survey (physicians who work with
    graduates)

29
Program Advisory Committee
  • Composed of students, faculty, industry managers,
    clinical instructors
  • Evaluate survey data and test results
  • Informs curriculum revisions and program policy
    changes

30
Discussion
  • How can we use this model to help us move from
    outcomes to assessment?
  • What resources would we need?

31
Rubrics
  • Lots of resources for rubrics on the internet
    just google.
  • Lots of faculty have created these. Send Ann an
    electronic copy.
  • Future workshops on this.

32
Triangulating Criteria
  • The most valid criteria is shaped by at least
    three perspectives (triangulated)
  • Discipline experts
  • Literature and Research
  • Colleagues in other disciplines
  • Outside experts
  • Students

33
When Assessment is Embedded
When it is embedded effectively within larger
institutional systems, assessment can help us
focus our collective attention, examine our
assumptions and create a shared academic culture
dedicated to assuring and improving the quality
of higher education.
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