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Cocurricular Assessment Process
Cocurricular Assessment Process
1) Cocurricular leaders and committee members (if applicable) choose what outcome(s) you'd like to assess and why: what questions do you have about student learning in the program? what are you hoping to learn?
When?
Early in the fall semester
discuss as a program or committee and record your plan in the Learning Improvement Report by December 15.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
2) Identify how you can gather evidence of student learning on the outcome chosen: what activities or events most align with the outcomes chosen? what opportunities are there for students to reflect on and share about their experience?
When?
Early in the fall semester
discuss as a program or committee and record your plan in the Learning Improvement Report by December 15.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
3) Determine what support what would be helpful. For instance, consult with CETAL and Institutional Research about support needed for collecting evidence of student growth: will you be collecting student reflections? administering surveys? hosting focus groups? what will help you to coordinate the collection of information? Document your plan in the Learning Improvement Report.
When?
Connect with CETAL and the Institutional Research Office at any time during the assessment process.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
4) Collect student artifacts or reflections or administer the tool you've chosen for assessing student development.
When?
Throughout the fall semester, during the spring, and during the summer, as aligns with your plan.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
5) Compile the data and determine the best way to foster a conversation among those who can response. Consult with CETAL for support in compiling the data and fostering a conversation with applicable committees and departments.
When?
Connect with CETAL and the Institutional Research Office at any time during the assessment process.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
6) With department or committee members, interpret the assessment results: What do you observe? How do you understand the data? What additional information would help to make sense of it? What do you think is a necessary response? Document your discussion, what you learned, and what you'd like to do in response in the Learning Improvement Report.
When?
Based on when data was collected, likey during the spring semester and over the summer. Document your interpretations of the data and ideas in the Learning Improvement Report by August 15.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
7) Make any needed changes.
When?
Whenever you are ready to implement changes. You can start with small or with major changes. Plan with colleagues and any help from CETAL and move forward.
Who?
Cocurricular leaders and committee members
supported, as needed by the Manager of Outcomes Assessment and CETAL
Assessment Point People
Assessment Point People
Assists With
Coordinating the full assessment process: timelines and reporting
Completing the Learning Improvement Report
Data collection with the D2L Standards Tool and Tableau
Assists With
Leading the Student Learning Assessment and Advisory Committee (SLAAC)
Collection and interpretation of ECC General Education Outcomes Data
SLAAC
SLAAC
Assists With
Collection and interpretation of ECC General Education Outcomes Data
Assessment Strategy Team
Assessment Strategy Team
Assists With
Creating vision and strategy for course and co-curricular outcomes assessment
Tyler Roeger, Associate Dean of CETAL, and Heather Martin, Assistant Dean of CETAL
Tyler Roeger, Associate Dean of CETAL, and Heather Martin, Assistant Dean of CETAL
troeger@elgin.edu
hmartin@elgin.edu
Planning and facilitating the Advancing Equity Through the Assessment of Student Learning Initiative
Meeting individually with facuty, departments, or divisions to brainstorm assessment projects, interpret data, and consider teaching and curriculum interventions
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