PROGRAM EVALUATION* Program goals Formative program evaluation fa03 Program evaluation plan Data into action GOAL 1: Assessment of Learning Program SLOs* Effective Learner SLO : survey results Engl 70 fa04 Engl 90 fa04, sp05, fa05, fa06, fa08 Math 25 sp03, fa03, fa06, fa07, Sp08 Math 30 fa04, sp05, fa05, sp06 GOAL 2: Student Support Services Counseling Partnership: What is the Counseling Partnership? Counseling Partnership eval plan Impact of CP on persistence Impact of ed. plans on persistence CP report template Labs: R&WC usage by ethnicity Additional analysis R&WC usage Math Lab usage by ethnicity Math Lab assessment Tutoring*: Tutoring Report Template GOAL 3: Measures of Achievement DE research agenda with OIR Persistence studies Success rates GOAL 4: Professional Development Impact on programmatic change Assessment-based inquiry in math Impact on learning in algebra RESOURCES Effective Practice B.2 in BSI

Program Evaluation

Effective developmental education programs conduct comprehensive and systematic program evaluation, a fact that is well supported in the research-based literature review entitled Basic Skills as a Foundation for Student Success in California Community Colleges.

Obviously, for program evaluation to influence program improvement, results must be disseminated widely and used to fashion action plans.

In Fall 2003 we produced our first formative assessment of our program. Believing that Developmental Education is a college-wide  commitment, we highlighted research findings and recommendations from the report in letters to other committees, such as the Matriculation Committee, and departments, such as the Counseling Department and the Math Department.

Now our program evaluation is tied to our four program goals.

GOAL 1: Sustain an on-going evaluation (formative and summative) of the curricular component of the developmental education program: assess student learning outcomes in math, English and ESL sequences designed to lead students to college level coursework. Use information gained from the assessment process to improve teaching and learning, identify problems and challenges, and support innovation that addresses students’ needs.

Method of evaluation/use of results : Direct assessment of student learning on end-of-course exams or papers, in English and in math.

GOAL 2: Effectively integrate instruction and academic support services: tutoring, labs, supplemental instruction, Reading and Writing Center, counseling services, assessment, and learning communities. Make recommendations based on systematic assessment of these services, and periodically report to the college community on their effectiveness.

Method of evaluation/use of results:

Lab services: developmental student lab usage by ethnicity for the Math Lab and the Reading and Writing Center; direct measures of impact on learning and satisfaction with the Math Lab

Counseling Partnership: participation, instructor and student satisfaction, the impact of CP on persistence, impact of ed. plans on persistence

In-class tutoring in developmental math and English: student and instructor satisfaction surveys.

GOAL 3: Working with the Office of Institutional Research, implement a comprehensive and on-going research plan to monitor student success, persistence and performance in progressively higher level courses within English, math, and ESL sequences leading to transfer level courses. In addition, research should provide information on students’ achievement of their academic/career goal.

Method of evaluation/use of results: success rates and persistence studies.

GOAL 4: Provide curriculum-based professional development that supports teachers in creating, sustaining, and assessing learning experiences that are directly linked to explicitly stated student learning outcomes. Provide evidence that students who successfully complete developmental education courses can demonstrate proficiency relative to those learning outcomes.

Method of evaluation/use of results: faculty participation; impact on planning, such as lesson plans in English or class activities in math; impact on teaching, such as assignment or exam analysis, classroom observations, or faculty reflections; impact on learning, such as assessment of student work or student reflections.

*Starting Spring 2010, LMC will use a software system (CLASS) for course-level reports. This infomation, as well as program-level information, is now stored in LMC's intranet (lmcsharepoint). Please email us for information.