In This Issue
Capstone Corner: Designing the Capstone Experience
NOCTI Success Skills Pilot Study Results
Three Steps of Assessment
Success Skill of the Month
Assessment Champion
Co-Curricular Connections
Assessment Council News
Autumn OBE Sessions
The following programs are scheduled to complete our Outcomes Based Education (OBE) Process during autumn semester:

**Fitness Management

**Digital Game Design

**American Art, Design and Marketing

**Office Management

**Accounting

**Advanced Energy

 

Invitation to Join Assessment Council 

 

The Assessment for Student Learning Council is seeking additional membership. Joining the Council provides an opportunity for you to get involved and express your opinions. Please contact Bonnie if you are interested in joining and moving our  Assessment Process forward!

Professional Development Opportunities
 2012 Assessment Institute
October 29-30, 2012
Indianapolis, IN

 Magna Commons Webinars

Evaluating Your Institution's Assessment of Student Learning,
Catherine Kelley
____________

Summarizing and Using Assessment Results,
Linda Suskie

____________

Five Steps to Renew Program Level Learning Outcomes Assessment,
Lisa Shibley

____________

How Good is Good Enough? Setting Benchmarks or Standards,
Linda Suskie

____________

Five Keys:  Engaging Faculty in Learning Outcomes Assessment,
Guy Gigliotti

Volume 2, Issue 1 September 2012
A Message from the Coordinator...
 
Hello Everyone!
Where did the summer go? It is hard to believe, but the beginning of a new academic year has arrived. A lot of excitement is ahead as we enter our first autumn semester.

Faculty members have worked hard to design engaging course work, programs and activities that intentionally address program learning outcomes and our general education outcomes (Success Skills).  Every successful curriculum includes careful assessment of student learning. We will work together this year to revise Hocking College assessment metrics to ensure that learning outcomes are addressed across the curriculum. Reexamining our assessment plans will provide important feedback about the strengths, weaknesses and opportunities within our programs.
 
Analyzing assessment data will help to assure that our students are capitalizing on their opportunities to learn within their chosen field of study.
 
In closing, I encourage you to embrace this time of transition and urge you to consider assessment as integral to our commitment to student learning. Happy New Year!

Bonnie
Capstone Corner

Q2S Logo The transition to semesters provides an opportunity for programs to redesign capstone courses. These courses may consist of experiences that illustrate a student's skill development and/or experiences that broaden a student's understanding of the work environment and the communities with which they will engage and contribute to. Capstone experiences can be designed to address the following:

  • Assisting students to reflect on and demonstrate what they have learned over the course of their degree
  • Relating discipline-specific learning outcomes to the world of work
  • Providing a forum for students to participate in interdisciplinary activities beyond the college into the world of work
  • Enabling students to reflect on and imagine personal, social, emotional and practical issues of transition learning 
  • Linking students to employers and employment arenas
  •  Connecting graduates to alumni in their chosen fields

Baker (1997) shared that a senior capstone course should be one in which students and faculty as coinvestigators of knowledge engage in critical theoretical professional debates and dialogues. She

added that the essential element of a capstone course is to allow students to critically reflect on their discipline, as well as their experiences leading to the capstone. Shoaf's (2000) research emphasized capstone courses as providing authentic experiences, collaboration and integration of knowledge across the curriculum.

 

Reference 

Baker, M. (1997). What is English? Developing a senior capstone course for the English major. ERIC Reproduction Services Document. ED411 512.

 

Shoaf, M. (2000). Classroom note: A capstone course for pre-service secondary mathematics teachers. International Journal of Mathematical Education in Science and Technology, 31 (1):pp.151-160.

NOCTINOCTI Success Skills Pilot Study Results
The National Occupational Testing Institute (NOCTI) 21st Century Skills for Workplace Success exam was administered to 225 HC capstone students from programs scheduled for OBE and /or Program Review during academic year 2012-2013.

 

Most students completed the 100 question, online exam in less than one hour. Tests were scored as soon as the student touched the submit button and preliminary reports were sent to the assessment coordinator via e-mail. Copies of these reports were forwarded on to faculty members who could then share results with the students.

 

The standardized test reflects 13 specific competency and skill test areas and we have data related to how our pilot sample performed in all of these areas. With the help of our NOCTI consultant we were able to categorize these competencies to fit our eight Success Skills based on our previously determined Success Skill indicators. Some of the categories matched perfectly while others were a bit challenging. The three skills that were most difficult to fit include:

  • Demonstrates Knowledge of Science and the Environment
  • Demonstrates Community Cultural and Global Awareness
  • Maintains a Code of Ethics was difficult because our computer literacy indicators are in included in this skill.

Our students scored at or above the national average (comparing to 71 schools) in five of the specific competency areas. The overall test score was 81.87. Computer skills were our lowest so that is an area to further explore with NOCTI related to types of questions asked.

 

Our students scored at or above the national average in six of the eight Success Skills, all except Demonstrates Community Cultural and Global Awareness and Maintains a Code of Ethics. Again, the ethics score may have been lower due to computer skills fitting in this category.

 

The summary report goes on to share information related to the performance of each school. Two schools (Business and Engineering) scored above the national average in all Success Skill areas.

 

The summary goes on to report the results of each participating program. Faculty and coordinating instructors have received an e-mail of this report. They already have the specific score reports. Each School has a notebook with the summary and the specific student score reports.

 

Participating students were surveyed following the test.  Most students agreed that the test reflected the Success Skills with an overall aggregate of 3.94 on a five-point likert scale. Students repeatedly commented that the relationship between the Success Skills and their program of study needs to be emphasized more during their two years.

 

All participating students were entered into a drawing for an IPad sponsored by the Hocking College Foundation. Theresa Abberro from Culinary Arts won the drawing and was very appreciative. Students suggested offering more prizes that were smaller would encourage students to take the exam seriously and do their best. Prize examples included food vouchers, book store vouchers, amusement park tickets, movie tickets and gift cards.

 

Overall the pilot went well and we learned a lot. We have data! We are still awaiting an integrated academic report from NOCTI that should suggest ways to help improve our programs related to the competency areas. Cost of the pilot was around $4,475.

ProgramAssessment The Three Steps of Assessment

Assessment guru, Barbara Walvoord (2004, p.3) identified the following three steps of assessment:

  1. Articulate your goals for student learning ("when they complete our program students will be able to...)
  2. Gather evidence about how well students are meeting the goals. Evidence includes qualitative and quantitative data.
    • Direct measures-directly evaluate student work. Examples of direct measures include exams, papers, projects, computer programs, interactions with others.
    • Indirect measures- include asking students or alumni how well they thought they learned, tracking their employment and continuing education.

     3. Use the information for improvement in curriculum and instruction.

 

Reference 

Walvoord, B. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass.

 GradesSuccess Skill of the Month - September
Communicates Effectively
The Communicates Effectively Success Skill deals with written and verbal communications skills and its sub-components such as reading, grammar, public speaking and listening skills.

Indicators include the following:

  • (A-1) Reads, comprehends, analyzes and evaluates various types of writing.
  • (A-2) Logically organizes, develops and communicates an idea or position.
  • In any formal communication, spoken or written, the student will include:
  • (A-3) Adapts communications to audience, situation and purpose.
  • (A-4) Uses prewriting, drafting, revising and editing techniques.
  • (A-5) Uses appropriate vocabulary, grammar, punctuation, spelling and syntax.
  • (A-6) Writes effective business/ technical communications, including memos, letters and reports.
  • (A-7) Develops and conveys instructions and procedures clearly.
  • (A-8) Demonstrates public speaking skills.
  • (A-9) Applies effective listening skills
  • (A-10)Uses and perceives non-verbal cues.  
ChampionAssessment Champion
American Art, Design and Marketing 
American Art Design and Marketing students demonstrate their mastery of both program and general education outcomes (Success Skills) through real world studio experience in their capstone courses. Students work hard to create a portfolio and an exhibition of their work that is assessed by a panel of internal and external evaluators.

 

Mark Hackworth, Coordinating Instructor for the program, developed scoring rubrics which emphasize the following skills:

  • Craftsmanship/Technical MasteryStudent Art Sale
  • Design/Creativity
  • Oral Presentation
  • Gallery presentation (Exhibit)

The program's assessment criterion states: Student portfolios developed in the Studio V course will receive an aggregate score of 3.5 or higher (on a five-point scale) when evaluated by a panel of internal and external evaluators, indicating above average to excellent performance. Students achieved an overall aggregate score of 4.12, exceeding the goal. All individual skill aggregates were above goal. Great job, faculty!!

Co-CurricularCo-Curricular Connections
Phi Theta Kappa Community college club and activity opportunities are essential for students interested in creating a well-developed career resume. In addition to professional development opportunities, college clubs provide students with personal, social, and community service venues, enhancing the overall collegiate experience.

As the Associated Press describes, clubs and extra-curricular activities are "extremely important in helping students develop lifelong good working habits [...] Students involved in extra-curricular activities learn how to work as part of a team towards a common goal [...] Students also learn valuable character traits such as pride, productivity, and organization."

The goal of the Hocking College Student Center is to engage students in all aspects of learning, to enhance the educational experience and develop lifelong skills. Program-based clubs and organizations, where students can network with others interested in their program of study

 and make connections for future jobs. Hocking College also boasts three chapters of Phi Theta Kappa honor society, which promote scholarship, leadership, service and fellowship on campus. Participation in a Hocking College club helps students to master our general education outcomes, the Success Skills.

 

Form more information, visit the Associated Press article.

CouncilNewsAssessment Council News
At our last meeting the council discussed:
 

I. NOCTI Pilot Project Results

  

II. Next steps related to institutional assessment of Success Skills:

  • Share NOCTI results across the entire campus. Faculty forums should be held to discuss and analyze future steps
  • Place an abstract of results in Verbatim, Measuring Stick, and Student Centered
  • Share results during Autumn Start week
  • Help faculty understand differences between institutional assessment and program assessment
  • Alleviate fear associated with standardized testing
  • How do we get student participants to take test seriously? Should participation be a graduation requirement?
  • Do a poster campaign illustrating that Program Outcomes + Success Skills = Successful Hocking College Graduate
  • Explore other standardized tests to determine best "fit" for Hocking
  • Explore development of a customized test through NOCTI that would specifically address the Success Skill
  • Revise Success Skills - consider adding computer, information technology and sustainability
  • Programs will be updating their Success Skill and Program Outcome Maps during our autumn assessment day

III. Increasing awareness and faculty buy-in for Assessment

  • Education is the key. Provide more education to deans and faculty. Help them to make connections and realize they are already doing assessment. Remember that faculty are experts in their fields, they need help with education pedagogy.
  • Identify assessment champions and let them share their story.
  • Consider developing a series of videos with important information- assessment council liaisons, capstone faculty, use of rubrics, help them by illustrating best practices, advisory board members speak to value of technical skills and Success Skills.
  • Conduct road shows to each academic department to share information, videos, identify expectations of faculty.

IV. Increase student awareness of Success Skills

  • Success Skills should be theme across curricular and co-curricular activities.
  • Increase awareness in residence halls, clubs, newsletters.
  • Consistent emphasis in Focus class.
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Hocking College logoHocking College Mission Statement
Hocking College provides a unique, innovative, and quality education in a supportive experience-based learning environment, preparing students for employment and transfer education opportunities, while teaching the value of lifelong learning, promoting diversity and developing citizens who are engaged in their local and global communities.
Bonnie Allen Smith, R.N., Ph.D.
Coordinator, Assessment of Student Academic Achievement
Office of Academic Affairs
Hocking College
3301 Hocking Parkway
Nelsonville, OH 45764
740.753.7117
Fax:  740.753.7117