E ‘Imi Pono Day in West Hawai’i

image003[1]The Main Point /  The Ah-ha! Take-Away:

1.      “Talk, talk, talk.”  The point of assessment is to get people together to talk.  It works best when it’s a grassroots effort led by and enjoyed by staff and faculty.  It’s not just about reporting or just about satisfying the accreditation team.  It’s about conversation, discussion, and energizing ourselves to address the needs of our students most effectively.

Keeping ALL of Our Eyes On the Prize:

2.      HCC now has a really slick online database on our website that allows us all to access assessment records and to see how assessments map to all of the LOs.  Slick! (Thank you to James Kiley and his team!   It’s still being updated and will be a continual work in progress.  Suggestions are always welcome.)

3.      How can we emphasize the ILOs and PLOs (in addition to the CLOs) for our students, too.  In each class, how can instructors keep students’ focus on the ILOs. Suggestion: Include ILOs and PLOs on syllabi as well?

How-To Discussion Points:

4.      There is no one way to construct an assessment.  The point is to generate fruitful conversation among colleagues.

5.      It’s ok (and maybe preferable?) to have diversity across departments and even across courses/instructors in how we assess the same CLOs/PLOs.  Ex:  One instructor may assess a set of CLOs using a lab while another instructor may assess the CLOs using a test or an essay.  The sharing of the different experiences and outcomes can be helpful.

6.      But, there is also a need to streamline and standardize and norm across classes.  So, common assessments have a benefit, too.

7.      Does a course assessment “have to” target ALL of the CLOs for that one course or just certain ones?

8.      Using the “uber rubric”  — a really useful tool for mapping how an assessment ties to CLOs, PLOs, GELOs, and ILOs (see attachment from Brie’s earlier e-mail)

9.      Integrated Course Outlines of Record:

Suggestion:  Do “integrated” CORs that show sample assignments that tie to the LOs and indicated that tie.    This is helpful for new instructors.

Clearing Up Little Confusions:

10.   We’re using the term CLO’s (Course Learning Outcomes) now instead of SLOs.  The rationale:  Aren’t ALL of the LO’s “student learning outcomes”?  😉  ILOs, PLOs, and GELOs ARE for the students.

Thoughts for the Future:

11.   (How) Should we be documenting our discussions and meetings about assessment?  How can we add this to our records of activities?  Keep records of your assessment conversations and efforts, between colleagues and in/across departments and units.  Maybe there’s a way to build a meeting record database into the snazzy online one?

12.   What would happen if we limited the number of CLOs per course to no more than four?  and our current 10 GELOs to no more than 4?   Could it help our assessment process?image001[1]

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