Learning Outcomes Assessment

 

Valencia's Learning Outcomes Assessment cycle launched in Fall 2020 with a focus on equity-minded assessment and designed with flexibility for faculty. Faculty and deans convened in collegewide collaborative meetings in September. Following these collegewide meetings, each discipline or program established their Assessment Leadership Team (ALT) made up of in-discipline faculty leads, a faculty fellow, a faculty developer/instructional designer, and other relevant consultants. ALTs initiate the review of course outlines and then lead the development of the assessment and improvement plans in collaborative Canvas spaces.

 

The improvement plans generated by the ALTs are presented to the Assessment Coordinating Committee for review. As explained on the Assessment Coordinating Committee's (ACC) webpage, the ACC is committed to embedding equity into assessment praxis as encouraged by the National Institute for Learning Outcomes Assessment in  A New Decade for Assessment. The ACC mapped the elements of the equity-minded approach outlined by NILOA and will use that map to check procedures of the improvement plans against the characteristics of equity-minded assessment, making necessary and appropriate changes as needed to ensure equity is embedded in all things assessment.

For Faculty that wish to engage in equity-minded practices in alignment with the assessment model click here.

 

Collegewide Learning Outcomes Symposium

The first annual Collegewide Learning Outcomes Symposium: Reflecting on the Assessment Model was attended by 320 faculty and staff. The inaugural college-wide, cross-disciplinary event was held on Friday, November 5, 2021, from 9:00 am to 12:00 pm. 

Theis symposium takes its inspiration from the “ Big Idea” that “the purpose of assessment is to improve learning” and that “…the most important user of authentic assessment is…the learner. And next to the learner, the most important user is the facilitator of learning…”  It was this long standing idea that guided faculty, deans, staff and administration from disciplines across to come together to synthesize the Learning Assessment (LOA) Model that produces measurable outcomes. 

In 2021 Valencia completed the first year of the LOA Model, and then took time to examine data and engage in collaborative conversations that celebrate successes, reflect on lessons learned, and consider what could be improved (watch introduction video for more details here). The Assessment Coordinating Committee (ACC) hosts an exciting lineup each year (review the 2021 program here). Dr. Isis Artze Vega, Provost and VP of Academic Affairs gave the inaugural keynote (view the keynote presentation here), followed by sessions in a variety of formats ranging from presentations to panel discussions to workshops with interactive breakouts. 

For full attendance at this annual event 3PD (Faculty Development) was earned, if eligible.

 

Symposium Schedule

9:00am-9:40am       Introduction and Keynote

Reflecting on the Model

Click here to view Presentation.

Presented by Isis Artze Vega Provost & VP, Academic Affairs
ACC Hosts Chip Turner and Lisa Macon

 

 

9:45am-10:10am       Concurrent Sessions A

Series I: Building Capacity for Equity-minded Assessment

Click here to view Presentation.

Click here to view Recording.

In this session, we will describe the development and basic outline of Valencia’s assessment model and how it has foregrounded equity-minded assessment. 

Participants will describe key elements of Valencia’s assessment model.

Participants will discuss ways to promote equity in assessment work.

Presented by Lisa Macon, Darren Smith, and Nichole Jackson
ACC Host Nardia Cumberbatch

 

Series II: How to Get Organized and Administer Your Assessment Plan, While Involving Students 

Click here to view Presentation.

Click here to view Recording.

From simple to complex, to simple. In this session you will learn about how to map your course level outcomes to program level outcomes using the principles of the new assessment model. Through a collaborative process, it is possible to involve all of your full and part time faculty in the planning process. Finally, you’ll see an example of how to include the students’ voice in closing the formative feedback loop while discussing and generating additional ways to include the student in improving teaching and learning practices. 

Participants will be able to connect course learning outcomes to program learning outcomes through an assessment plan.

Participants will generate ways to involve students in the assessment process.

Presented by Craig Rapp
ACC Host Cheryl Robinson

 

Series III: The Hipsters Proudly Present: Conquering Communication Apprehension an Interdisciplinary Approach

Click here to view Presentation.

Learn about results from a High Impact Practice (HIP) project based on Communication Apprehension in SPC1608 and SPC1017 by four different faculty, spanning three different campuses. This HIP is an example of how an assessment improvement plan can be constructed to mediate communication apprehension in any course. 

Participants will relate anxiety reduction strategies to their own discipline.

Presented by Suzette Ashton, Edie Gaythwaite, Melissa Johnson, and Tina Tan
ACC Host Chip Turner

 

 

9:45am-10:40am

Series III: From Grading to Responding: Designing Equitable Assessment with Students

Click here to view Presentation.

Too often, terms like "proper," "professional," and "appropriate” are used as measured assessment criteria for students’ success. But how are these terms defined, who is doing the defining and judging, and why? How might these prescribed preferences perpetuate institutionalized racism, sexism, homophobia, and other forms of discrimination? How are the arbitrary standards and guidelines being enforced as necessary college success skills actually marginalizing and oppressing students? 

This interactive presentation and discussion invites participants across all disciplines and roles to consider how assessment procedures and rubrics should be designed with students at Valencia so that all instructors and interested staff are provided with equity-minded, antiracist, and compassionate sample assessment documents. In part, this session seeks to highlight the value of bringing tutors, faculty, librarians, counselors, advisors, and students together to learn in the same spaces. Join in as we explore how to collaborate on equity-minded and antiracist assessment procedures and rubrics that relay substantive feedback and allow us to have a conversation about a student’s progress and learning across faculty and staff. 

After attending this presentation…

Participants will be able to define systems of oppression that account for the social and historical context of exclusionary assessment practices. 

Participants will be able to implement equity-minded and antiracist assessment procedures and rubrics that relay substantive feedback and allow us to collaborate with tutors, faculty, librarians, counselors, advisors, and students.

Presented by Douglas Kern and Ella Raynor
ACC Host Chip Turner

 

 

10:15am-10:40am       Concurrent Sessions B

Special Session on AA Degree Pathways

Click here to view Presentation.

Click here to view Recording.

Valencia’s catalog currently lists 47 degree pathways within the Associate in Arts. In order to better understand the learning experiences of students within these pathways, a number of them have been identified for inclusion in the college’s ongoing Learning Outcomes Assessment work. This session will describe this process of identification and the upcoming steps to create outcomes and assessment plans for our degree pathways.

Presented by Cheryl Robinson and Darren Smith
ACC Host Veeramuthu Rajaravivarma

 

Series I: Facilitating Interactive Data Analysis

Click here to view Presentation.

Click here to view Recording.

The Faculty Fellow for Data and Assessment is always thinking through the lens of the support for the model. One of the roles of the Faculty Fellow is to help stakeholders make sense of the data collected throughout the assessment process.  In this presentation, you will experience the faculty fellow's role as the facilitator of the data analysis discussion.

Participants will ideate various anti-deficit approaches to interpreting sample data.

Presented by Anthony Dixon
ACC Host Keri Siler

 

Series II: A Single Item Embedded Model for Institutional Assessment

Click here to view Presentation.

Presentation of the model Psychology faculty are using this semester, including its construction, rationale, results and a brief critique useful for improving the performance of the model.

Participants will identify key learnings to improve the design and delivery of an embedded assignment with shared rubric.

Presented by Pierre Lubold
ACC Host Nardia Cumberbatch

 

Series III: Flipped Testing in the Online Environment

Click here to view Presentation.

See the results of a study that employed a Flipped Testing Strategy, based on Hosler’s Variable Testing. Flipped Testing is a teaching and assessment strategy that uses classwork Assignments, Labs and Projects, to assess all levels of Bloom’s Hierarchy of Learning [BHL]. After critical assessment of assignments, the grade that a student earns will be a true reflection of the students’ grasp of the material. Online, Flipped Testing provides a more realistic measure of student-learning. The tools used are LIFEMAP, CARE, Active Learning Strategies and Bloom’s Taxonomy.

Participants will outline the concept of Flipped Testing.

Presented by Sharon Sookhai Mahadeo
ACC Host Edie Gaythwaite

 

 

10:45am-11:10am       Concurrent Sessions C

Series I: Partners in the Model

Click here to view Presentation.

Faculty Fellows for Data and Assessment and Faculty Developer/Instructional

Designers are members of multiple Assessment Leadership Teams (ALTs) to support writing measurable learning outcomes and indicators, advise development and implementation of meaningful assessment, support analysis and interpretation of results, support development of feasible improvement plans, and support facilitation of meetings.

Participants will connect specific questions that arise within the assessment model to partners who can share answers. 

Presented by Aaron Bergeson, Kevin Colwell, Gary Kokaisel, Hunter Looney, Jo Smith, Rose Vu, and Claire Yates
Moderated by Anthony Dixon and Doreen Watson

 

Series II: When Assessment Goals Are Met, How Do You Create an Improvement Plan?

Click here to view Presentation.

The Criminal Justice AS degree program's students achieved a high level of success on the learning outcomes assessment, exceeding the goals set prior to the assessment and giving the appearance that there is nothing upon which to base an improvement plan. This presentation will address how disaggregating the results of the learning outcomes assessment and considering disaggregated course success data revealed areas upon which they could devise an improvement plan.

Participants will describe the use disaggregated data to identify areas needing improvement.

Participants will describe the use of course success data in identifying areas of possible improvement.

Presented by Brian Murphy and Susan Yawn
ACC Host Nardia Cumberbatch

 

Series III: How Seasoned Educators Can Make Rookie Mistakes… Twice 

Click here to view Presentation.

This is a tale of two failures.  My TLA ‘lessons learned’ include; making sure your learning goals and assessment methods are aligned, likewise, make sure your teaching tools are aligned with what you are assessing.  The moral of this story is, if you are going to make mistakes, you might as well make them big, well documented and in a very public venue!

Participants will implement a learning activity that improves student’s ability to identify and explain the three factors that contribute to higher rates of crime utilizing Burgess’ Concentric Zone Theory. 

Presented by David Heffernan
ACC Host Edie Gaythwaite

 

 

 10:45am-11:40am

Series III: From Grading to Responding: Designing Equitable Assessment with Students

Click here to view Presentation.

Too often, terms like "proper," "professional," and "appropriate” are used as measured assessment criteria for students’ success. But how are these terms defined, who is doing the defining and judging, and why? How might these prescribed preferences perpetuate institutionalized racism, sexism, homophobia, and other forms of discrimination? How are the arbitrary standards and guidelines being enforced as necessary college success skills actually marginalizing and oppressing students? 

This interactive presentation and discussion invites participants across all disciplines and roles to consider how assessment procedures and rubrics should be designed with students at Valencia so that all instructors and interested staff are provided with equity-minded, antiracist, and compassionate sample assessment documents. In part, this session seeks to highlight the value of bringing tutors, faculty, librarians, counselors, advisors, and students together to learn in the same spaces. Join in as we explore how to collaborate on equity-minded and antiracist assessment procedures and rubrics that relay substantive feedback and allow us to have a conversation about a student’s progress and learning across faculty and staff. 

After attending this presentation…

Participants will be able to define systems of oppression that account for the social and historical context of exclusionary assessment practices. 

Participants will be able to implement equity-minded and antiracist assessment procedures and rubrics that relay substantive feedback and allow us to collaborate with tutors, faculty, librarians, counselors, advisors, and students.

Presented by Douglas Kern and Ella Raynor
ACC Host Chip Turner

 

 

11:15am-11:40am       Concurrent Sessions D


Series I: Interdisciplinary Conversations

Click here to view Presentation.

As Dr. Laura Rendón explores in her book Sentipensante: Educating for Wholeness, Social Justice and Liberation, higher education has a tacit agreement of separation in which “educational departments operate in silos, keeping the different domains of knowledge and disciplines separate with little to no collaboration between faculty who represent diverse disciplines and students who are exposed to the perspectives of only one discipline.”

One of the emerging themes of the Assessment Model Redesign was a desire to invite interdisciplinary conversations and collaboration to decrease silos.  As a result the model makes space for both conversations and collaboration.

Participants will identify the ways that the LOA Model invites interdisciplinary conversations.

Participants will discuss equity-minded improvement strategies that apply across disciplines.

Presented by Marlene Temes and Nichole Jackson
ACC Host Edie Gaythwaite

 

Series II: Assessing a New Bachelor Program in a 2-Year Cycle

Click here to view Presentation.

Lessons learned in the assessment process for the BAS in Computing Technology and Software Development which includes enrollment and success data. 

Participants will exercise thinking about program improvement vs. learning assessment.

Presented by Lisa Macon, Jerry Reed and Mahendra Gossai
ACC Host Kristen Abel

 

Series III: Flipped Testing in the Online Environment

Click here to view Presentation.

See the results of a study that employed a Flipped Testing Strategy, based on Hosler’s Variable Testing. Flipped Testing is a teaching and assessment strategy that uses classwork Assignments, Labs and Projects, to assess all levels of Bloom’s Hierarchy of Learning [BHL]. After critical assessment of assignments, the grade that a student earns will be a true reflection of the students’ grasp of the material. Online, Flipped Testing provides a more realistic measure of student-learning. The tools used are LIFEMAP, CARE, Active Learning Strategies and Bloom’s Taxonomy.

Participants will outline the concept of Flipped Testing.

Presented by Sharon Sookhai Mahadeo
Faculty Fellow Host Anthony Dixon

 

 

11:45am-12:00pm       Return for Reflection

Reflecting on the Symposium

Reflect on the Symposium together with colleagues. What data or strategies did you learn that you can apply to your program/discipline? What did you learn about regrouping when things did not go as planned? What did you learn when things don't go as planned? How can we increase collaboration between our A.S./B.A.S/B.S. programs and our Gen Ed programs? 

Participants will contribute reflective learnings from their experience.

ACC Hosts John Niss and Nichole Jackson

 

Embedding Equity in our Assessment Model

Meaningful Student Involvement
Data Disaggregation, Exploration, and Action
Context-Specific Approaches and Responses
Embedded in All Things Assessment

  

Steps of the Assessment Cycle

Convene Assessment Leadership Teams
Review Learning Outcomes
Develop an Assessment Plan
Implement Assessment
Develop Improvement Plan
Implement the Improvement Plan
Reflect on the results of the Improvement Plan
Convene the next Assessment Leadership Teams