The Pathway to Proficiency: Chaffey College s Four Year Assessment Plan to Achieve Proficiency in Student Learning Outcomes and Outcomes-Based

Transcription

1 The Pathway to Proficiency: Chaffey College s Four Year Assessment Plan to Achieve Proficiency in Student Learning Outcomes and Outcomes-Based Assessment 1

2 The Pathway to Proficiency: Chaffey College s Four Year Assessment Plan to Achieve Proficiency in Student Learning Outcomes and Outcomes-Based Assessment Table of Contents Written by: Marie Boyd Curriculum Chair Co-Outcomes and Assessment Coordinator Tom Vitzelio Co-Outcomes and Assessment Coordinator Abstract Introduction Outcomes and Assessment Committee Structure Outcomes Alignment: Linking Outcomes-Based Assessment at Chaffey Integration of Outcomes-Based Assessment into the Institutional Effectiveness Model and Program and Services Review Phases of the Assessment Process Philosophy and Approach to the Pathway to Proficiency Plan and Outcomes-Based Assessment Sustainability, Support, and Management Assessment Plan Institutional Level Outcomes Assessment Plan Program Level Outcomes Assessment Plan Course Level Outcomes Assessment Plan Degree and Certification Outcomes Assessment Plan Appendix Glossary 2

3 Abstract Because the Accreditation Commission for Community and Junior Colleges (ACCJC), a division of the Western Association of Schools and Colleges (WASC), has mandated that all California community and junior colleges be at the Proficiency Level of Implementation for Student Learning Outcomes by 2012, the Chaffey College Outcomes and Assessment Committee (OAC) has developed The Pathway to Proficiency: Chaffey College s Four Year Assessment Plan. The plan is separated into two different parts. The first part consists of an overview of the outcomes and assessment process at Chaffey College: the Chaffey College Outcomes and Assessment Committee structure, the outcomes and assessment framework, the role of outcomes and assessment in institutional effectiveness and program and services review, the five phases of the assessment process, and the philosophy and approach that will be taken to implement the plan itself. The second part of the plan consists of the specific benchmarks for the four levels of outcomes and assessment implementation: institution, program, and degree and certificate; timelines for the completion of the benchmarks; and an overview of the roles and responsibilities for administrators, faculty, and staff. The plan concludes with useful resources, support documents, and charts within the appendices. 3

4 Introduction and Overview Pathway to Proficiency is Chaffey College s four-year implementation plan developed by the Outcomes and Assessment Committee to meet the 2012 student learning outcomes (SLO) Proficiency Level of Implementation, established by the Accrediting Commission for Community and Junior Colleges (ACCJC). Developed and first implemented in fall 2008, the plan builds upon the foundation work started by the Student Learn Outcomes Taskforce and Institutional Research in The primary purpose of this plan is the successful implementation of outcomes bases assessment at Chaffey College by 2012; however, its relevance and importance are clearly linked to the college s new Educational Master Plan and it s regularly scheduled program and services review (PSR) process. In October 2008, with a 2010 ACCJC accreditation site visit close at hand and the 2012 Proficiency deadline on the horizon, the newly appointed outcomes and assessment coordinators, along with the newly reconstituted Outcomes and Assessment Committee (OAC), 1 went to work developing a plan to move the college to the Proficiency Level of Implementation for student learning outcomes. One of the first tasks undertaken by the OAC was to establish areas of the college where assessment would take place. The Pathway to Proficiency Plan separates the college into three assessment sectors: instructional programs using student learning outcomes (SLOs), non-instructional programs using administrative unit outcomes (AUOs), and dual outcome programs using both AUOs and SLOs (See Appendix A for a list and description of the three assessment segments). It should be noted that the Pathway to Proficiency Plan uses the term Outcomes-Based Assessment to refer collectively to the assessment activities taking place with instructional programs using SLOs, non-instructional programs using AUOs, and dual-outcomes programs using both AUOs and SLOs. The outcomes-based assessment process at Chaffey College is a faculty and program manager driven process, with the Pathway to Proficiency intended to serve as a map to guide them through a challenging and labor intensive process. A faculty and program manager driven process mean that decisions relating to the development, implementation and assessment of SLOs at Chaffey College will determined by the individual programs and not by college administrators or individuals not directly associated with them. The OAC believes that collaboration and communication are keys to the successful implementation of this plan. Even the most well thought out and developed plan will face unforeseen hurdles, roadblocks, and obstacles, and the Pathway to Proficiency Plan will be no exception. To address such unforeseen circumstances, the OAC will continually re-assess and modify the plan as needed to ensure that the 2012 deadline is met. While some may see the Pathway to Proficiency as an ambitious plan that will require a Herculean effort on the part of Chaffey College administration, faculty, and staff, the OAC feels that much of the required work has already been completed or has been sufficiently developed to achieve the plan s goals. The OAC has the resources and support in place to assist when needed. 4

5 Outcomes and Assessment Committee Structure The organizational structure for the Outcomes and Assessment Committee, which is responsible for the implementation of the Pathway to Proficiency Plan, is comprised of a primary committee and three subcommittees. Each subcommittee has a specific area of expertise that will assist in providing a more comprehensive approach to the integration of outcomes-based assessment at Chaffey College. Exhibit 1 below shows a graphic representation of the committee s structure, followed by a brief description of the purpose and areas of focus for each of the subcommittees. The Chaffey Outcomes and Assessment Committee Structure Outcomes and Assessment Committee Purpose: Provide vision and leadership for outcomes-based assessment Ensure that Chaffey College is in compliance with WASC guidelines for student learning outcomes implementation Provide administrators, faculty, and staff with regular updates and information about the field of outcomes-based assessment and its status at Chaffey College Develop policies and procedures for outcomes-based assessment, development, implementation, and evaluation Develop comprehensive training materials and professional development opportunities on outcomes-based assessment for administrators, faculty, and staff Provide administrators, faculty, and staff with assistance, resources, and support to implement outcomes-based assessment 5

6 AUO Subcommittee Purpose: Tie AUOs to college mission and Ends Policies Assess AUOs regularly using authentic assessment strategies Area of Focus: All non-instructional departments and programs Chino Campus Fontana Campus Offices of the Deans Office of the Superintendent/President Offices of the Vice-Presidents Student Services Outcomes and Assessment Steering Subcommittee Purpose: Ensure administrative and student learning outcomes development activities are coordinated across the college Incorporate outcomes and assessment activities in the programs and services review process and the Strategic Planning Framework for Institutional Effectiveness Area of Focus: College-wide coordination and overall strategic planning SLO Subcommittee Purpose: Tie SLOs to the college mission and core competencies Assess SLOs regularly for learning using authentic assessment strategies Area of Focus: All instructional programs School of Instructional Support Library Museum Chaffey College Outcomes Alignment Structure One of the key objectives of the Chaffey College Pathway to Proficiency Plan is to ensure that the outcomes-based assessment is authentic and that it takes place at the institution, program, degree, certificate, and course levels. Chaffey has divided every program at the college into three general classifications based on the type of outcomes the programs have. These classifications are student learning outcomes, administrative unit outcomes, and dual-outcomes, which are programs that have both SLOs and AUOs. To assist Chaffey College administrators, faculty, and staff with the question of outcomes assessment alignment, the Outcomes and Assessment Committee has developed an outcomes alignment structure. The structure provides individuals with a visual image of how outcomes are linked at several levels, as well as helping to differentiate between some commonly confused terms used in outcomes-based assessment. The terms used to describe each layer of the structure are based on the 6

7 college s definition, which is in the Chaffey College Outcomes and Assessment Glossary. Two frameworks have been developed, one that is specific to administrative unit outcomes (AUOs) and another that is specific to student learning outcomes (SLOs). The Chaffey College outcomes alignment structure illustrates that any college outcome statement can flow from the structure s base up to its top and vice versa. Chaffey College Administrative Unit Outcomes (AUO) Framework The administrative outcomes framework was created to show non-instructional and dual-outcomes programs the relationship and connection between different AUO assessment components whether moving from the top (Chaffey College s mission) or from the bottom (program AUOs). Chaffey College s Mission Chaffey College s End Policies/Institutional Goals Program Goals Program AUOs *All connections between data analysis and planning must be documented at all levels. 7

8 Chaffey College Student Learning Outcomes (SLO) Framework The student learning outcomes framework was created to show instructional and dual outcome programs the relationship and connection between different SLO outcomes assessment components for and how each one is connected, whether moving from the top (Chaffey College s mission) or from the bottom (course objectives). Chaffey College s Mission Chaffey College Core Competencies (Ends Policies 8.1.6): Communication Critical Thinking and Information Competency Community/Global Awareness and Responsibility Personal, Academic, and Career Development Program Goals Program SLOs Degree/Certificate SLOs Course SLOs** Course Objectives *All connections between data analysis and planning must be documented at all levels. ** Some courses are not part of a specific degree or certificate and will only align with program SLOs and not certificate or degree SLOs. 8

9 Integration of Outcomes-Based Assessment into the Institutional Effectiveness Model and into Program and Services Review Institutional effectiveness and the role that outcomes-based assessment plays in the process are central issues for both the Outcomes and Assessment Committee and for ACCJC. ACCJC has made it clear that outcomes and assessment are ongoing, systematic and used for continuous quality improvement. 2 All three of the WASC Rubrics for Evaluating Institutional Effectiveness (Program Review, Planning and Student Learning Outcomes) specify outcomes-based assessment as a characteristic of the Sustainable Continuous Quality Improvement level of implementation that they are requiring institutions to achieve. 3 The Pathway to Proficiency Plan is aligned with the Chaffey College Strategic Planning Framework for Institutional Effectiveness (SPFIE) and the Institutional Effectiveness Process. In addition to alignment with the SPFIE, the Pathway to Proficiency plan will ensure that outcomes-based assessment in both instructional and non-instructional programs is a fundamental part of the Chaffey College program and services review (PSR) process. With the implementation of the Pathway to Proficiency Plan, outcomesbased assessment will become a more significant part of the PSR process. Currently, the plan calls for an annual outcome and assessment monitoring report that will be used to monitor the ways programs use outcomes and assessment to improve their programs and as well as their progress toward institutional effectiveness. These annual reports will also be used to help programs complete their regularly scheduled PSR reports. Phases of the Assessment Process Chaffey College has adopted a simple, straightforward model for conducting outcomes assessment. The selected model is the Nichols Institutional Effectiveness Model and was created by James O. Nichols. Nichols provides a practical model designed to facilitate the implementation of outcomes-based assessment. The five critical elements of the Nichols Model include the following: Establishment of outcome statements Identification of intended results for all functions of the college: instruction, student services, and administration Assessment of knowledge, skills, or abilities Reflective dialogue among colleagues regarding the results of assessment Adjustments made on the basis of the data and reflective dialogue, results which can be used both to improve effectiveness and to demonstrate accomplishment. 9

10 The Nichols Model is a fitting choice for Chaffey College to follow for a variety of reasons, primarily because it makes the college mission the basis for institutional effectiveness assessment. In addition, the model focuses on assessment of results rather than processes and resource requirements. The Nichols Model raises the level of analysis to the institutional level and incorporates assessment activities throughout the institution. Chaffey College has decided to benchmark at the institutional level (Core Competencies), at the program level (as stated in the college s program and service review process), and at the course level, which is where direct assessment will occur. *See appendix for a detailed overview of the five column Nichols Model Philosophy and Approach to the Pathway to Proficiency Plan Outcomes-based assessment at Chaffey College is the continuous process of collecting, evaluating, and using information to determine if and how well performance matches learning or service expectations. For assessment to be truly effective, it must be authentic, meaningful, reflective, and self-regulated. The purpose of assessment is to use the results, positive or negative, to inform meaningful dialogue about ways instructional and non-instructional programs can be modified to engage students in the learning process and to sustain institutional effectiveness. There are three components to the philosophy underlying the Pathway to Proficiency Plan: 1. The Pathway to Proficiency Plan is a collaborative effort that involves all facets of the Chaffey College family, including administrators, faculty, staff and students. This collaborative effort ensures that the college strives for the highest level of institutional effectiveness and that none of the stakeholders of the college s student-centered learning environment are excluded from the assessment process. 2. The Pathway to Proficiency Plan is a living document that is open to discussion, critique, and amendment. It will continually be reevaluated for effectiveness and modified if necessary. 3. The Pathway to Proficiency Plan is not the end-alland-be-all of the college or program s ability to support student learning. At no time will this document usurp faculty primacy, academic freedom, program expertise, or federal and state mandates and regulations. Guiding Principles for the Pathway to Proficiency Plan: 1. Outcomes Assessment for instructional programs is a faculty-driven process. 2. The goal of outcomes-based assessment is not punitive. Assessment is a tool to support programs in their efforts fulfill the college mission and maintain the current student centered learning environment, 3. Outcomes-based assessment should be made as simple as possible. 10

11 4. Open communication and dialogue are the most important part of the assessment process at Chaffey College. Gathering data is a key a component of assessment; however, the key ingredient to meaningful assessment it is what is done with the data to improve institutional and program effectiveness. 5. Assessment plans and the use of assessment results for improvement are managed by the programs that have created them and have collected the data. The I.N.S.U.R.E Approach to Implementing the Pathway to Proficiency Plan To assist with the execution of the Pathway to Proficiency Plan, the Outcomes and Assessment Committee has created a six part approach called I.N.S.U.R.E. The I.N.S.U.R.E approach will assist in the institution- wide implementation of outcomes-based assessment at the course, program, and institutional level and will establish continued planning and evaluation of the implementation process. The six components of this approach are: I=Inform: Inform administrators, faculty, staff, and students about outcomes-based assessment in the nation, state, and at Chaffey College. N=Nurture: Nurture a positive outcomes-based assessment culture and climate at Chaffey College through the empowerment of the Outcomes and Assessment Committee and the creation of a professional development program. S=Support: Support administrators, faculty, and staff with resources and technical assistance to help with the implementation of outcomes-based assessment at Chaffey College. U=Unify: Unite assessment activities throughout the college by standardizing processes and the terminology used in outcomes-based assessment at Chaffey College. R=Recognize: Recognize the hard work and efforts of Chaffey College administrators, faculty, and staff as they move along the Pathway to Proficiency. E=Evaluate: Evaluate the Pathway to Proficiency implementation process on a regular basis and make modifications as needed to I.N.S.U.R.E that Chaffey College is Proficient in student learning outcomes by The evaluation process will we done by the Outcomes and Assessment Committee and will be reported regularly through the shared governance process. The process for the implementation of I.N.S.U.R.E will be the training of the Outcomes and Assessment Committee on the I.N.S.U.R.E approach and outcomes assessment and then will move on to the analysis of the six component areas (Inform, Nurture, Support, Unify, Recognize, and Evaluate) with the following format: Assess - Evaluate the current situation (SWOT analysis) of the components. Target - Define goals and/or objectives (long and short term) for the Strategic Plan. Strategize - Map a possible route to the goals/objectives. Evaluate- Determine if the goals, objectives and tasks associated with them are achievable or 11

12 have been achieved. By using this approach, the Outcomes and Assessment Committee hopes to make the Pathway to Proficiency implementation process as smooth as possible, allowing them to measure the effectiveness of the institution s overall outcomes and assessment program. The Pathway to Proficiency Four Year Plan Early in the tenure of the newly appointed Outcomes and Assessment Coordinators, it was determined that the four year Pathway to Proficiency Plan would focus on five major areas related to successful outcomes-based assessment at Chaffey College. These areas were identified as sustainability; support, and management; the overall institution, instructional and non-instructional programs; courses and degrees; and certificates. Every attempt will be made to focus on a particular area during each year of the plan; however, due to the amount of work which needs to be completed by 2012, there will be overlap in the areas being addressed. It was determined that the implementation plan would adopt a top-down approach, which would call for the first year of the plan to focus on the areas of sustainability, support, and management; institutional outcomes-based assessment initiatives; and the finalization of program level outcomes-based assessment where the college first started the SLO implementation process in The Chaffey College Four Year Pathway to Proficiency Area of Focus Gantt Chart (below) provides an overview of which of the five areas of outcomes-based assessment is being addressed at a particular time and the amount of time the area will be the primary focus. This implementation strategy calls for the Outcomes and Assessment Committee to focus a majority of its resources, support, and planning on the particular area of focus in order to generate a high level of momentum for the area so that it will continue to move forward, achieving the area s goal by the time the 2012 deadline arrives. Chaffey College Four Year Pathway to Proficiency Area of Focus Gantt Chart Sep-08 Oct-08 Dec-08 Feb-09 Apr-09 Jun-09 Aug-09 Oct-09 Dec-09 Feb-10 Apr-10 Jun-10 Aug-10 Oct-10 Dec-10 Feb-11 Apr-11 Jun-11 Aug-11 Oct-11 Dec-11 Feb-12 Apr-12 Outcomes Based Assessment Sustainability, Support and Management Institutional Level Outcomes Based Assessment Program Level Outcomes Based Assessment Course Level Outcomes Based Assessment Certificate and Degree Assessment Responding to SLO Recommendations from Self Study and Site Visit 12

13 Outcomes-Based Assessment Sustainability, Support, and Management The following list of items details goals and the groups responsible for initiatives in the area of outcomesbased assessment, sustainability, support, and management: Goal 1: By December 2008 the Student Learning Outcomes Taskforce will be reconstituted and elevated from a taskforce to a standing Chaffey College committee. Goal 2: By December 2009 the Student Learning Outcomes website will be updated and made accessible to all Chaffey College administration, faculty, staff, and students, as well as to the general public. Goal 3: By December 2008 a regularly-published communication tool will be created specifically by the SLO Coordinators to inform the college about issues relating to outcomesbased assessment. Goal 4: By May 2009 the Outcomes and Assessment Committee will develop a standardized glossary of terms for outcomes-based assessment will be developed for the college. Goal 5: By May 2009 the Outcomes and Assessment Committee will identify tools and strategies to manage the outcomes-based assessment at the college. Goal 6: By January 2009 the Outcomes and Assessment Committee will create and plan professional development opportunities for administration, faculty, and staff through the Faculty Success Center, FLEX Activities, and individual instructional and non-instructional programs. Goal 7: By March 2009 the Outcomes and Assessment Committee will develop a preliminary plan to address how Learning outcomes are specifically linked to program reviews. 4 Goal 8: By December 2009 the Outcomes and Assessment Committee will develop an outcomes-based assessment handbook. Goal 9: By December 2009 the Outcomes and Assessment Committee will work with Faculty Senate, the Chaffey College Rep Council, and the Labor Management Committee to develop contract language and best practices guidelines addressing the use of outcomes-based assessment in the evaluation of faculty and staff and issues relating to faculty and staff participation in the outcomes-based assessment process. Goal 10: By January 2010 the SLO Coordinators will develop an outcomes-based assessment annual report that they will present to the Governing Board. Goal 11: By December 2010 the Outcomes and Assessment Committee with develop a preliminary plan to link SLO assessment to the curriculum modification process. *Please see Timeline Appendix for a complete planning Gantt Chart. Sustainability, Support, and Management Responsibility Chart Group Responsibilities Instructional/Non Instructional Advise Programs School Deans Advise Faculty Senate Advise Classified Senate Advise Outcomes and Assessment Advise, implement, monitor, and support Committee Curriculum Committee Advise Institutional Research Advise and support Program and Services Review Advise and monitor Committee 13

14 Governing Board, /Superintendent/President, and Vice-Presidents Advise and monitor Institutional Level Outcomes-Based Assessment The following list of items details goals and the groups responsible for initiatives in the area of institutional outcomes-based assessment: Goal 1: By December 2008 core competencies/institutional SLOs will be developed by the Outcomes and Assessment Committee. Goal 2: By January 2009 core competencies will be approved by the Governing Board, Academic Senate, Outcomes and Assessment Committee, Classified Senate, and Associated Students of Chaffey College. Goal 3: By March 2009 outcomes-based assessment at the program level will be integrated into the annual program and services review by the Outcomes and Assessment and Program and Services Review Committees. Goal 4: By March 2009 core competencies will be placed in the student catalog and schedule of classes and on the college website by the Outcomes and Assessment Committee. Goal 5: By May 2009 a preliminary multi-year assessment plan will be developed for the assessment of the Chaffey College core competencies by the Outcomes and Assessment Committee.* Goal 6: By May 2009 operational definitions for the core competencies will be developed by the Outcomes and Assessment Committee. *Please see Timeline Appendix for a complete planning Gantt Chart. A four year assessment plan for the Core Competencies has been developed and is reflected in the Core Competencies Institutional Level Outcomes-Based Assessment Gantt Chart. Institutional Level Outcomes-Based Assessment Responsibility Chart Group Responsibilities Instructional/Non Instructional Advise Programs School Deans Advise Faculty Senate Advise Classified Senate Advise Outcomes and Assessment Advise, implement, monitor, and support Committee Curriculum Committee Advise Institutional Research Advise and support Program and Services Review Advise and monitor Committee Governing Board, Superintendent/ Advise and monitor President, and Vice-Presidents Program Level Outcomes-Based Assessment Goals and Activities Because the college chose to begin the outcomes-based assessment process at the program level, the majority of the goals and activities will focus on making final planning and modifications to outcomes 14

15 work that has already been initiated. The following list of items details goals and the groups responsible for initiatives relating to the implementation of outcomes-based assessment in the area of instructional and non-instructional programs: Goal 1: By December % of all instructional and non-instructional programs will have developed three to five program level outcomes statements. Goal 2: By December % of all instructional programs will have completed the program level SLO to Core Competency Linking Matrix. (See Appendix for sample.) Goal 3: By December % of all non-instructional programs will have completed the program level AUO to Ends Policies Linking Matrix. (See Appendix for sample.) Goal 4: By December % of all programs with both AUOs and SLOs will complete each of the respective linking matrices. Goal 5: By January % of all instructional and non-instructional programs will have developed a preliminary draft of a multi-year assessment plan draft for their program level outcomes. Goal 6: By May % of all instructional and non-instructional programs will have identified a means of assessment and criteria for success/benchmarks for all of their program outcome statements. Goal 7: By December % of all instructional and non-instructional programs will have identified a means of assessment and criteria for success/benchmarks for all of their program outcome statements. Goal 8: By December % of all instructional and non-instructional programs will have completed at least one assessment cycle for a program AUO or SLO. Goal 9: By May % of all instructional and non-instructional programs will have completed at least one assessment cycle for a program AUO or SLO. Goal 10: By December % of all instructional and non-instructional programs will have completed at least one assessment cycle for a program AUO or SLO. Goal 11: By May % of all instructional and non-instructional programs will have implemented a multi-year assessment plan, and outcome assessment will be ongoing, systematic, and used for continuous quality improvement. *Please see Timeline Appendix for a complete planning Gantt Chart. Program Level Outcomes-Based Assessment Responsibility Chart Group Responsibilities Instructional/Non Develop, monitor, and implement Instructional Programs School Deans Advise and monitor Faculty Senate Advise Classified Senate Advise Outcomes and Assessment Advise, monitor, and support Committee Curriculum Committee Advise Institutional Research Advise and support Program and Services Review Advise and monitor Committee Governing Board, Monitor Superintendent / President, and Vice-Presidents 15

16 Course Level Outcomes-Based Assessment Goals and Activities The following list of items details goals and the groups responsible for initiatives in the area of course level outcomes-based assessment: Overall Course Level Assessment Goal 1: By January % of instructional programs will have completed a curriculum map, mapping individual courses to their program SLOs. (See appendix for sample.) Goal 2: By January % of instructional programs will have developed a preliminary multi-year assessment plan draft for their course level assessments. Goal 3: By May % of instructional programs will have developed a preliminary multiyear assessment plan draft for their course level assessments. Goal 4: By September % of instructional programs will have developed a preliminary multi-year assessment plan draft for their course level assessments. Goal 5: By September % of instructional programs will have developed a final multiyear assessment plan for their course level assessments. Goal 6: By September % of instructional programs will have developed a final multiyear assessment plan for their course level assessments. *Please see Timeline Appendix for a complete planning Gantt Chart. General Education Course Assessment Goal 1: By March % of all GE courses will have three to five course level SLOs. Goal 2: By May % of all GE courses will have an identified means of assessment and criteria for success/benchmarks for all of their GE course level SLOs. Goal 3: By August % of instructional programs with courses in the general education (GE) pattern will complete an assessment cycle for one of their GE courses. o The following are the deadlines for the completion of each phase of the assessment cycle: A. October 2009, submit course and SLO to Outcomes and Assessment Committee (OAC) B. November 2009, identify and submit the means of assessment and benchmark to the OAC: C. Submit plan for collecting student work to the OAC: December D. Collect student work: January -May E. Submit Assessment Results: June -August 2010, conduct reflective dialogue Fall FLEX 2010 submit improvement plans Goal 4: By September % of all GE courses will have three to five course level SLOs. Goal 5: By December % of all GE courses will have an identified means of assessment and criteria for success/benchmarks for all of their GE course level SLOs. Goal 6: By March % of all GE courses will have three to five course level SLOs. Goal 7: By September % of all GE courses will have an identified means of assessment and criteria for success/benchmarks for all of their GE course level SLOs. *Please see Timeline Appendix for a complete planning Gantt Chart. 16

17 Non General Education Course Assessment Goal 1: By March % of all non-ge courses will have three to five course level SLOs. Goal 2: By May % of instructional programs without courses in the general education (GE) pattern will complete an assessment cycle for one of their GE courses. o The following are the deadlines for the completion of each phase of the assessment cycle: A. Submit course and SLO to Outcomes and Assessment Committee (OAC): October B. Identify and submit the means of assessment and benchmark to the OAC: November C. Submit plan for collecting student work to the OAC: December D. Collect student work: January -May E. Submit assessment results: June -August 2010, conduct reflective dialog Fall FLEX 2010, submit improvement Plans Goal 3: By May % of all non-ge courses will have an identified means of assessment and criteria for success/benchmarks for all of their non-ge course level SLOs. Goal 4: By September % of all non-ge courses will have three to five course level SLOs. Goal 5: By December % of all non-ge courses will have an identified means of assessment and criteria for success/benchmarks for all of their non-ge course level SLOs. Goal 6: By May % of all non-ge courses will have three to five course level SLOs. Goal 7: By December % of all non-ge courses will have an identified means of assessment and criteria for success/benchmarks for all of their non-ge course level SLOs. Goal 8: By May % of all non-ge courses will have three to five course level SLOs. Goal 9: By May % of all non-ge courses will have an identified means of assessment and criteria for success/benchmarks for all of their non-ge course level SLOs. Goal 10: By September % of all courses (GE and non-ge) will be part of a multi-year assessment plan and course level outcome assessment will be ongoing, systematic and used for continuous quality improvement. 5 *Please see Timeline Appendix for a complete planning Gantt Chart. Course Level Outcomes-Based Assessment Responsibility Chart Group Responsibilities Instructional/Non Develop, monitor, and implement Instructional Programs School Deans Monitor Faculty Senate Advise Classified Senate NA Outcomes and Assessment Advise, monitor, and support Committee Curriculum Committee Advise Institutional Research Advise and support Program and Services Review NA Committee Governing Board, Monitor Superintendent / President, and Vice-Presidents 17

18 Certificate and Degree Assessment The following list of items details goals and the groups responsible for initiatives in the area of certificate and degree outcomes-based assessment: Goal 1: By June % of all degrees and certificates will have three to five SLOs. Goal 2: By December % of all degrees and certificates will have an identified means of assessment and criteria for success/benchmarks. Goal 3: By June % of all degrees and certificates will have three to five SLOs. Goal 4: By December % of all degrees and certificates will have an identified means of assessment and criteria for success/benchmarks. Goal 5: By June % of all degrees and certificates will have three to five SLOs. Goal 6: By September % of all degrees and certificates will have an identified means of assessment and criteria for success/benchmarks. *Please see Timeline Appendix for a complete planning Gantt Chart. Certificate and Degree Outcomes-Based Assessment Responsibility Chart Group Responsibilities Instructional/Non Develop, monitor, and implement Instructional Programs School Deans Monitor Faculty Senate Advise Classified Senate NA Outcomes and Assessment Advise, monitor, and support Committee Curriculum Committee Advise Institutional Research Advise and support Program and Services Review NA Committee Governing Board, Monitor Superintendent / President, and Vice-Presidents 18

19 Pathway to Proficiency Appendix 19

20 1 In 2004 Chaffey College established the Student Learning Outcomes (SLO) Taskforce to begin addressing the issue of SLO development. Four years later, in 2008, the taskforce was granted full committee status at the college. With the integration of SLOs and administrative unit outcomes (AUOs) into the annual program and services review, the decision was made to change the SLO committee s name to the Outcomes and Assessment Committee to better reflect its current responsibilities and mission. For clarity, the title Outcomes and Assessment Committee (OAC) will be used throughout this document. 2 WASC Rubric 3 WASC Rubric 4 WASC Rubric 5 WASC Rubric 20

21 Outcomes Based Assessment Monitoring Report 4 Year Schedule INSTITUTIONAL LEVEL MONITORING REPORTS JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Annual Outcome and Assessment Report to the Governing Board Annual Outcome and Assessment Report to the Faculty Senate Annual Outcome and Assessment Report to the Classifed Senate Annual Outcome and Assessment Report to the Coordinators Annual Outcome and Assessment Report to the Deans Annual Report Update on Student Learning Outcomes to ACCJC PROGRAM/COURSE LEVEL MONITORING REPORTS JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Annual Program Outcomes and Assessment Monitoring Report PATHWAY TO PROFICIENCY MONITORING AND EVALUATION JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC PATHWAY TO PROFICIENCY ANNUAL EVALUATION REPORT REPORTS SUBMITTED INSTITUTIONAL LEVEL MONITORING REPORTS JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Annual Outcome and Assessment Report to the Governing Board Annual Outcome and Assessment Report to the Faculty Senate Annual Outcome and Assessment Report to the Classifed Senate Annual Outcome and Assessment Report to the Coordinators Annual Outcome and Assessment Report to the Deans Annual Report Update on Student Learning Outcomes to ACCJC PROGRAM/COURSE LEVEL MONITORING REPORTS JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Annual Program Outcomes and Assessment Monitoring Report PATHWAY TO PROFICIENCY MONITORING AND EVALUATION JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC PATHWAY TO PROFICIENCY ANNUAL EVALUATION REPORT FINAL REPORT ON OUTCOMES BASED ASSESSMENT REPORTS SUBMITTED

22 Outcomes Based Assessment Sustainability, Support and Management Goals Timeline Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Goal 8 Goal 9 Goal 10 Goal JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV Anticipated Completion Deadline

23 DEC

24 Institutional Level Outcomes Based Assessment Goal Gantt Chart Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Anticipated Completion Deadline

25 Chaffey College Core Competency Assessment Plan Core Competency Assessment Tasks and Cycles Start Date Duration End Date Assessment of Critical Thinking Core Competency 4/1/ /31/09 Summary of Evidence and Use of Results from Critical Thinking Assessment 8/20/ /18/09 Develop Outcome, determine Means of Assessment and Criteria Benchmark for CC #2 1/1/ /2/10 Core Competency #2 Data Collection 3/1/ /29/10 Summary of Evidence and Use of Results from Core Competency #2 8/1/ /28/11 Develop Outcome, determine Means of Assessment and Criteria Benchmark for CC #3 1/1/ /2/11 Core Competency #3 Data Collection 3/1/ /29/11 Summary of Evidence and Use of Results from Core Competency #3 8/1/ /28/12 Develop Outcome, determine Means of Assessment and Criteria Benchmark for CC #4 1/1/ /1/12 Core Competency #4 Data Collection 3/1/ /29/12 Summary of Evidence and Use of Results from Core Competency #4 8/1/ /28/13 Chaffey College Core Compentencies Assessment Plan Gantt Chart Sep-08 Oct-08 Dec-08 Feb-09 Apr-09 Jun-09 Aug-09 Oct-09 Dec-09 Feb-10 Apr-10 Jun-10 Aug-10 Oct-10 Dec-10 Feb-11 Apr-11 Jun-11 Aug-11 Oct-11 Dec-11 Feb-12 Apr-12 Jun-12 Aug-12 Oct-12 Dec-12 Assessment of Critical Thinking Core Competency Summary of Evidence and Use of Results from Critical Thinking Assessment Develop Outcome, determine Means of Assessment and Criteria Benchmark for CC #2 Core Competency #2 Data Collection Summary of Evidence and Use of Results from Core Competency #2 Develop Outcome, determine Means of Assessment and Criteria Benchmark for CC #3 Core Competency #3 Data Collection Summary of Evidence and Use of Results from Core Competency #3 Develop Outcome, determine Means of Assessment and Criteria Benchmark for CC #4 Core Competency #4 Data Collection Summary of Evidence and Use of Results from Core Competency #4

26 Program Level Outcomes Based Assessment Goal Gantt Chart Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Goal 8 Goal 9 Goal 10 Goal JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV 2010 Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Goal 8 Goal 9 Goal 10 Goal 11 JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Anticipated Completion Deadline

27 DEC

28 Certificate and Degree Outcomes Based Assessment Goal Gantt Chart Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV 2010 Goals: Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Anticipated Completion Deadline

29 DEC

30 Pathway to Proficiency Appendix Documents Nicholas Five Column Assessment Cycle

31 Pathway to Proficiency Appendix Documents

32 Pathway to Proficiency Appendix Documents Pathway to Proficiency Appendix Documents Chaffey College Institutional Effective Process Model

33 Pathway to Proficiency Appendix Documents Chaffey College CORE COMPETENCIES Chaffey College strives to develop lifelong learners who will exhibit the following: 1) Communication Students will demonstrate effective communication and comprehensions skills. Examples will include, but are not limited to the following: Comprehend, analyze, and respond appropriately to oral, written and visual information. Effectively communicate/express information through speaking, writing and other appropriate modes of communication/expression. Definition: Meaningful communication uses subject, audience, and form to influence, inform, and/or connect with others through organizational structures, appropriate support, and delivery skills suitable to the topic, occasion and audience. 2) Critical Thinking and Information Competency Students will demonstrate critical thinking skills in problem solving across the disciplines and in daily life. Examples will include, but are not limited to the following: Identify vital questions, problems, or issues and evaluate the plausibility of a solution. Analyze, compose, and assess the validity of an argument. Compute and analyze multiple representations of quantitative information, including graphical, formulaic, numerical and verbal. Compare, contrast and analyze scientific processes and scientific observation. Select and evaluate the accuracy, credibility, and relevance of information sources. Critical Thinking Definition: Learners use the intentional application of rational higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving. Information Competency Definition: Learners demonstrate the ability to state a research question, problem, or issue, determine information requirements in various disciplines for the research questions, problems or issue, use information technology tools to locate and retrieve relevant information, communicate using a variety of information technologies, understand the ethical and legal issues surrounding information and information technologies, and apply the skills gained in information competency to enable lifelong learning.

34 Pathway to Proficiency Appendix Documents Chaffey College CORE COMPETENCIES 3) Community/Global Awareness and Responsibility Students will demonstrate knowledge of significant social, cultural, environmental and aesthetic perspectives. Examples will include, but are not limited to the following: Identify the social and ethical responsibilities of the individual in society. Demonstrate commitment to active citizenship by recognizing and evaluating important social, ecological, economical, and political issues. Definition: Learners recognize and analyze the interconnectedness of global, national, and local concerns, analyzing cultural, political, social and environmental issues from multiple perspectives; they recognize the interdependence of the global environment and humanity. 4) Personal, Academic and Career Development Students will assess their own knowledge, skills and abilities; set personal, educational, and career goals; work independently and in group settings; identify lifestyle choices that promote self reliance, financial literacy and physical, mental and social health. Examples will include, but are not limited to the following: Demonstrate professional and ethical responsibilities of the individual. Identify personal, academic, psychological, and social needs, determine resources and access appropriate services. Develop, implement, and evaluate progress towards achieving personal goals, academic goal, career goals, and career resilience. Definition: Learners demonstrate an understanding of the consequences, both positive and negative, of their own actions; set personal, academic and career goals; and seek and utilize the appropriate resources to reach such goals.

35 Pathway to Proficiency Appendix Documents Chaffey College Ends Policies Ends Policy 8.1 Establish a learning-centered college for our diverse communities that includes high quality comprehensive education programs; varied instructional delivery strategies; comprehensive instruction and student services; collaborative partnerships responsive to business, industry, and government while demonstrating the achievement of stated student learning outcomes. Ends Policy 8.2 Provide accountability measures documenting the institutional effectiveness in fulfilling the college mission. These accountability measures will include quantitative and qualitative data and analysis including course success rates, course retention rates, student persistence rates, basic skills attainment, certificates and degrees awarded, transfer data, and placement information for integrated planning, implementation, and re-evaluation to verify and improve effectiveness. End Policy 8.3 Continually improve the infrastructure and physical learning environment of the district, support student learning programs and services, and integrate physical resource planning with institutional planning. End Policy 8.4 Provide appropriate fiscal strategies integrated with institutional planning to address growth, facilities, technology, changing economic conditions, other external environmental factors, and organize key processes and allocation of resources to effectively support student learning. Ends Policy 8.5 Assure the integrity and quality of programs and services by integrating human resource planning with institutional planning, and systematically develop personnel policies and procedures that are equitably and consistently administered. Guidelines for Connecting Program Level AUOs to the Ends Policies When identifying the connecting your program AUOs to the Ends Policies, keep the following in mind: How much time does the program devote to any of the Ends Policies? How much weight does the program give assignments or project involving any of the Ends Policies? How would our community stakeholders (employers, residents in the district, etc.) define the importance and relationship of the Ends Policies to your program?

36 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges Rubric for Evaluating Institutional Effectiveness Part I: Program Review (See attached instructions on how to use this rubric.) Levels of Implementation Awareness Characteristics of Institutional Effectiveness in Program Review (Sample institutional behaviors) There is preliminary investigative dialogue at the institution or within some departments about what data or process should be used for program review. There is recognition of existing practices and models in program review that make use of institutional research. There is exploration of program review models by various departments or individuals. The college is implementing pilot program review models in a few programs/operational units. Development Program review is embedded in practice across the institution using qualitative and quantitative data to improve program effectiveness. Dialogue about the results of program review is evident within the program as part of discussion of program effectiveness. Leadership groups throughout the institution accept responsibility for program review framework development (Senate, Admin. Etc.) Appropriate resources are allocated to conducting program review of meaningful quality. Development of a framework for linking results of program review to planning for improvement. Development of a framework to align results of program review to resource allocation. Proficiency Sustainable Continuous Quality Improvement Program review processes are in place and implemented regularly. Results of all program review are integrated into institution- wide planning for improvement and informed decision-making. The program review framework is established and implemented. Dialogue about the results of all program reviews is evident throughout the institution as part of discussion of institutional effectiveness. Results of program review are clearly and consistently linked to institutional planning processes and resource allocation processes; college can demonstrate or provide specific examples. The institution evaluates the effectiveness of its program review processes in supporting and improving student achievement and student learning outcomes. Program review processes are ongoing, systematic and used to assess and improve student learning and achievement. The institution reviews and refines its program review processes to improve institutional effectiveness. The results of program review are used to continually refine and improve program practices resulting in appropriate improvements in student achievement and learning.