ARIZONA WESTERN COLLEGE ASSESSMENT & PROGRAM REVIEW WHY ASSESSMENT? Criteria Four: HLC Accreditation Criterion Four: Teaching and Learning: Evaluation and Improvement The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. A few Core Components of Criterion Four: 4 A. The institution demonstrates responsibility for the quality of its educational programs. 1. The institution maintains a practice of regular program reviews. 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning. 4 B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. DO YOU HAVE AN ASSESSMENT QUESTION? Ask your division’s Faculty Assessment Coach for help! WHO ARE THEY? The Faculty Assessment Coaches are available to answer your assessment questions and help faculty navigate Tk20. Don’t stress, give your Coach a call today: Business & Computer Information Systems Marc LaFond 928.317.6058 Communications Ellen Riek 928.344.7549 Stephen Moore 928.317.6059 Fine Arts Bill Blomquist 928.317.6060 Science Kevin Young 928.317.6087 Mathematics Lauryn Geritz 928.317.6062 Social Sciences Monica Ketchum 928.344.7646 Modern Languages Nancy Blitz 928.344.7677 Wellness & Physical Education Charles Harral 928.344.7643 If you have not logged into Tk20 yet, you may be feeling some anxiety over using a new system. DON’T FRET! Entering your outcomes & measures takes only a few clicks Outcomes Measures REPORTS ASSESSMENT PLAN REPORTS COURSE LEVEL OUTCOMES REPORTS PROGRAM MISSION STATEMENT JURIED ASSESSMENTS JURIED ASSESSMENTS Notifications of pending tasks on your home page JURIED ASSESSMENTS Click here to start juried assessment JURIED ASSESSMENTS View & score student artifacts on the same screen FACULTY ACTIVITIES FACULTY QUALIFICATIONS Build your faculty portfolio Enter your degrees, awards, memberships & other credentials. Add your community & institutional service. EXAMPLE OF OUTCOMES & MEASURES IN TK 20 Outcomes Measures Written Communication: Learners will develop examples to support thesis in logical, coherent manner 100% of writing samples will be evaluated with a 5 point locally developed rubric. 30% of students will score of 4; 70% of students will score a 3. Students will be able to perform fluoroscopic gastrointestinal studies without assistance. Students will complete the Fluoroscopy check list with a score of 40 or above. Students will be able to determine the location of an earthquakes epicenter by means of a P-S wave travel-time curve and triangulation. A pre- and post- activity will be used to assess student understanding of earthquake epicenter locations. Improved scores will illustrate concept retention. AMERICAN ASSOCIATION FOR HIGHER EDUCATION 9 PRINCIPLES OF GOOD PRACTICE FOR ASSESSING STUDENT LEARNING 9 PRINCIPLES OF GOOD PRACTICE FOR ASSESSING STUDENT LEARNING 1. The assessment of student learning begins with educational values. 2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. 3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. 4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. 5. Assessment works best when it is ongoing not episodic. CONTINUED… …CONTINUED 6. Assessment fosters wider improvement when representatives from across the educational community are involved. 7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. 8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. 9. Through assessment, educators meet responsibilities to students and to the public.