1. A S S E S S M E N T

2. By participating in this address, you will be able to articulate one or more valid reasons why you believe assessment is a worthwhile endeavor when you are asked by a colleague within the next six months. Learning Outcome

3. “Assessment is a time-intensive, on-going, long-term activity!!!!....Remember: YOU have to believe assessment is a worthwhile endeavor or no one else will believe it either.” Ruth Andes, Keynote Speaker, Faculty In-Service 2006

4. Why do we need clearly articulated, measurable course outcomes? 3 Whys

5. Why must we demonstrate that students are achieving our four signature learning outcomes across the curriculum? 3 Whys

6. Knowledge of human cultures and the physical and natural world. Intellectual and Practical skills including inquiry and analysis, critical and creative thinking, written and oral communication, quantitative literacy, information literacy, technological literacy, teamwork and problem solving. Personal and social responsibility, including civic knowledge and engagement (local and global), intercultural knowledge and competence, ethical reasoning and action, foundations and skills for lifelong learning, incorporation of life practices leading to health and wellness, the ability to apply ethical and responsible behaviors towards our environment, taking responsibility for their academic success. Integrative and applied learning, including synthesis and advanced accomplishment across general and specialized studies. Signature Domains

7. Why must we test our graduating students? 3 Whys

8. Accreditation is essential for external and internal stakeholders to believe in the quality of education we provide…and it is that quality that will make us first choice. First Choice

9. Academic Quality Improvement Program (AQIP) Oct. 6, 2009 Systems Appraisal Feedback Report We must prove that there is “a link between student outcome data and consequent improvements in student learning.”

10. Academic Quality Improvement Program (AQIP) March 2005 System Appraisal Feedback Report 2005 Appraisal Report We lacked: -meaningful data about effectiveness of curriculum, instructional methodology and student learning, -data documenting that students have acquired knowledge and skills required for transfer or employment, -comparative data

11. Academic Quality Improvement Program (AQIP) Reference on p. 6 of the 2009 Systems Appraisal Feedback Report 2007 Quality Check-up Report Strategic Issues: The failure to establish a link between its student outcome data and consequent improvements in student learning was seen as an “institutional challenge.”

12. Dr. Stephen Spangehl, Executive Director, AQIP March 3, 2010 “You are not where you need to be for student assessment…Be clear about what students will achieve then systematically demonstrate they are achieving it. You will then need to expand this to the baccalaureate level.”

13. Ruth Andes “The most lasting impression I have of the full-time faculty at CMC-Vail-Eagle Valley is of a group of hard-working, dedicated professionals who have students at the center of what they do each and every day. They have different styles and bring different strengths to the classroom but they very much want to employ techniques that will help students learn. I was particularly impressed with the amount of ‘active learning’ that I saw….All faculty members are already employing assessment measures, many of them authentic measures due to the applied nature of the courses they teach…”

14. Let’s Get to Work!