The definition of learning outcomes is "the evaluation of samples of student work for the purposes of measuring mastery of the stated learning outcomes for a paper, assignment, or course." (Web Definition.com). We are all familiar with assessment of student learning and most of our information comes from the knowledge of the pressure that is placed comes from the elementary, middle and secondary school level. However, of late, there is more and more pressure from the general public for community colleges to give information on the effectiveness of learning at the community college level (Occasional Paper, Nunley, Bers and Manning). In their article, the authors believe there is an extreme need to make student learning outcomes more effective and more transparent, primarily to provide the public with proof that a community college education is worthwhile and is helping as well as to be transparent to both the public and institutions of higher learning.
There has always been a perceived stigma attached to community colleges that suggests the education students receive there is cheaper, faster and not equal in quality compared to the same education and course work at a 4 year university. There is a bias among professors and administrators of 4 year institutions when it comes to looking at community colleges, with a good portion of professors at the PhD level doubting the effectiveness of a community college degree. The fact that a good portion of universities won't accept course work from a community college as being equal to the same course taught by a professor at their school is evidence enough that there is definitely a need for more transparent assessments of student learning at the community college level. And how are these assessments being used to both expose and improve deficits in learning.
And what are the reasons for deficiencies in providing such assessments? Part of the problem lies in the fact that community college faculty have to juggle tough schedules with base compensation. This alone provides little motivation to spend hours upon hours on assessment projects.
There is evidence that learning assessments in the community college arena is growing but at a fragile rate. I knew I was doing well in my CC classes because I was making A's. However, personal assessment and professional assessment are two different animals. I have always believed as a high school teacher that the most valuable and truest form of assessment of how my students were doing was in their improvement with the assignments and from my observation, were they learning the material to a mastery level. I didn't rely on tests to tell me that, but rather performance day to day.
So, what can community colleges do to better improve the way the assess student learning and knowledge of content being taught? And will this improvement in transparency of our assessments give us not only proof that students are learning but also give true legitimacy in the eyes of 4 year institution that are accepting our students and their course work?
I personally believe there will always be a divide or bias between 2 and 4 years schools, at least in the way our students are assessed and perceived, but I hope I am wrong.
Sources:
htttp://www.learningoutcomeassessment.org/occasionalpaperten.htm
http://chronicle.com/article/Learning-Assessment-at/128203/
https://www.google.com/search?q=assessment+of+learning+outcomes+definition&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
I'd like to share an online resource that might be helpful in addressing some of the concerns presented in the post above.
ReplyDeleteInside Higher Ed is a free, online resource for information ranging from breaking news to detailed articles on assessment and accountability, community college, books and publications, for-profit higher education, technology, students and violence, adjuncts, current surveys and much more. In addition to the news section of the site, the reader can also find webinars, podcasts, career advice, job postings and more than 24 active blogs. There is also a daily alert option and a newsletter for readers who wish to receive regular updates from the site.
Founded in 2004, Inside Higher Ed works to provide “accurate, thorough, and reliable” information for those working within the Higher Education arena. The site staffers, many whom previously worked at The Chronicle of Higher Education, are self-proclaimed “watchdogs” and do “hard-hitting investigative reporting” on tough issues facing Higher Education. Readers are encouraged to be active participants by sharing their thoughts, feels and personal research by commenting on articles and blogs or through letters to the editors.
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Tim,
ReplyDeleteI have to say that I have not experienced the side that you have between the 2 and 4 year "riff" personally. It may be just a “Southern Thing” however, the stigmata you described is real. I have researched this after reading both last weeks and this week’s posts. It’s a real concern which is slowly getting addressed with the increased knowledge base at the community college level. As you pointed out, in your cited research, it is getting addressed. The Higher Education Resource, as Michelle had pointed has been a great personal reference tool for me. I have it delivered on my phone, and read it daily.
As the article in “The Chronicle” points out, that several assessments models, weren't well received by faculty. The learning objectives have to be well received in order to be productive and also helpful. The test is having a strong assessment model in your program which will elevate the community college. This eventually will to be more readily accepted as quality education at the University level. I thought this You Tube video explains it all
http://www.youtube.com/watch?v=EO5CMjWjuZ4 “Community College vs University”
http://www.youtube.com/watch?v=6KkluiR5Rns Spoof of a college education!