ASSESSMENT AT MERRRIT River Rafting II

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ASSESSMENT AT MERRRIT(River Rafting II)
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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

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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.

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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

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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

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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.

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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

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Robust outcomes
Alignment With ILOs
Program Mapped

Assessment Tools Designed
Outcomes to Assessment
Courses Aligned With outcomes
Assessment Points Mapped
Assessment Tasks Developed
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The Outcomes to Assessment Table

• Creating a college inventory
• What resources do we need to increase our
  repertoire of essential tools and processes?

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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

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Exhibition of MapsLunch Time Activity
Please take time to view the maps posted around
the room. Part II begins at 1 p.m.
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Create a flow of evidence
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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

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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
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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.

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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.

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Two Merritt Programs Closing the Assessment Loop

• Radiologic Technology
• Child Development

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Closing the Assessment LoopRadiologic Technology
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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.

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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
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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!)

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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)

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Program Advisory Committee

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

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Closing the Assessment LoopRadiologic Technology
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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.

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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!)

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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)

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Program Advisory Committee

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

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Discussion

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

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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.

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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

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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.