Assessing and improving student learning outcomes answers to questions you didn't even know you had about Project LEARN (Learning Enhancement Through Assessment and Reflection)

Guiding Principle
Complex systems, like SRJC, require intentional and collaborative management, monitoring, and measurement that are equally systematic to provide a firm foundation for success and continuous improvement.

Question #1: Why has WASC mandated student learning outcomes assessment as part of the new accreditation standards?
In order to empower multiple teaching communities to engage in structured, purposeful and collaborative dialogue and analysis about student learning that can lead to broad instructional change and improvement.

Question #2: What makes outcomes assessment different from typical grading practices?
The learning of a large student cohort is the focus, not individual students or instructors. Focus on what students will be able to do at the end of course or program. Learning outcomes are collaboratively developed. Student performance is consistently assessed through common criteria and norming. Results are used to motivate instructional change and improvement.

Question #3: What do we have to do at SRJC to improve learning through assessment?
Conduct multiple, interrelated course, program and institutional assessment projects and use results to identify curricular areas that possess opportunities for collaborative instructional improvement. When we would hope for stronger results, we must marshal our collective energy, commitment and talent to devise innovative instructional approaches.

Question #4: How do we collect meaningful learning data when there's limited time or energy for extra work?
Rely on embedded assessment procedures, common assignments or tests used by all instructors that already exist or that could readily be added.

Question #5: Does everyone have to start giving standardized tests?
The possibilities are endless: tests, essay exams, term papers, performance, interviews, focus groups, etc.

Question #6: How can we quantify complex courses in a global and manageable way?
Assessment rubrics are a time-tested flexible tool. Instructors familiar with holistic writing assessment are well aware of this method, a qualitative/quantitative hybrid.

Question #7: But aren't Title V objectives the same as student learning outcomes?
Not always…outcomes are far broader, focused on what students can do and believe as a result of their learning at the end of a course or program and are measurable (qualitative or quantitative).

Question #8: Aren't instructors going to be identified if their classes and students do not do well?
Performance data will be collected and judged though an anonymous process totally distinct from routine required student and course grading. All identifying information will be removed from student work and data will be reported by course or program only (unless requested by individual instructors). The purpose of outcomes assessment is to analyze the learning of large student cohorts so that groups of instructors can devise ways to improve learning.

Question #9: What do I get out of all this?
Most departments have ongoing pedagogical differences, questions about some aspect of the program or problematic courses. Design your assessment projects to gather information that can help you with you with curricular issues so that you can use the resources provided for the Project LEARN to help you address your concerns. Ultimately students will learn more when we are sure that the learning we plan actually occurs. Students then will be better prepared for all of our classes making our work more effective and rewarding. (We are in the process of developing various kinds of incentives as well.)

Question #10: Won't all instructors be forced to teach from fixed syllabi as is the case in public schools?
Absolutely not, shared outcomes can be reached through multiple means. All instructors are expected to use their own talents, abilities and skills to facilitate student learning that is focused by shared learning outcomes.

Question #11: We're already working to the limit, especially after recent budget cuts. Will there be additional compensation or reassigned time? The administration knows that significant resources will have to be dedicated to learning outcomes assessment. Funds to support reassigned time for a faculty coordinator, clerical help and incentives for faculty on assessment teams are will be available.

Question #12: We've had several PDA theme days, but I still don't really know what is supposed to be happening.
SRJC's Assessment Handbook Is now on the Web. In it you will find a concrete discussion of the assessment process and vast array of other resources. Also, check with your department chair for the PDA binder that is full of materials developed by Mary Allen, guest speaker in August 2004. Mentoring will also be provided to the college community to help with individual assessment projects in the year to come.