Traditionally, faculty members in programs at LBCC have collected data from their full and part-time peers through Word documents, Excel spreadsheets, emails, or in hard-copy formats. This is often a time intensive and laborious process with little centralization. To streamline the data collection process, and simultaneously meet the disaggregation standards, the ASLO Subcommittee is encouraging departments to host their SLO assessments on the LBCC Learning Management System (LMS).
A number of departments at Long Beach City College have already streamlined their assessment administration and data collection by utilizing the LMS. For instance, the Assessment Method for SLO1 in the course LIB1 is designated as a Pre/Post Test to test students knowledge before and after instruction takes place. The library department agreed to host the Pre/Post Test on the LMS since it would act as a centralized online classroom where each instructor of record and each student enrolled in any section of LIB1 are automatically enrolled.
When students log into the LMS with their Viking ID and password, they click into the appropriate assessment classroom and complete the assessment. It appears in their LMS dashboard as a unique class. Since students log in and complete the assessment with their unique ID numbers, utilizing the LMS also satisfies the accreditation standards to disaggregate assessment data.
Other departments that assess students through writing exercises, performance skills, or physical projects can transfer their rubrics onto the LMS. This allows disparate faculty to centralize their SLO grading, quickly compute and store Results of Assessment, and meet the disaggregation standards. Talk to your Facilitator about learning how to assess students with rubrics on the LMS.
There are several other reasons departments campus-wide might decide to host their SLO assessment on the Learning Management System. For instance, every student enrolled in each section can log into the LMS and complete the quiz without filing a paper test or paper scantrons. This makes life on the instructor easy and also solves the problem of where to store data. In fact, the LMS itself acts as a storage repository where Facilitators can easily retrieve automatically calculated Results of Assessment. This is especially powerful for courses with high enrollment because it allows them to efficiently assess hundreds of students for each SLOs.
How to Accomplish Disaggregation
Request that an LMS space be built for your courses/program assessment.
By building an SLO assessment into the LBCC LMS we can
Unify an assessment across sections and instructors,
Automatically capture a student’s ID for disaggregation,
Automatically calculate Results of Assessment for each SLO,
Indefinitely store previous semesters’ worth of SLO assessment data,
Work with the EARAI to better understand how to analyze disaggregated data.
Access a video further explaining how to utilize the LMS for SLO assessment.
Disaggregation of data, as it pertains to SLO assessment, is accomplished by collecting student ID numbers with their assessment data. Disaggregation empowers faculty and departments to investigate how students of varying demographics perform on SLO assessments, to compare student mastery in online courses vs. face-to-face courses, or even to examine how courses offered by varying times of day affect outcomes mastery.
Disaggregation of data is becoming increasingly important, as it allows faculty to better explain Results of Assessment and create targeted strategies to improve student learning. Additionally, disaggregated assessment data can integrate and justify a department’s desire to enhance student learning through equity proposals that focus on disproportionately impacted student groups.
Sample Size Standards
The ASLO Subcommittee and Institutional Effectiveness recommend that in order to effectively capture a meaningful set of SLO assessment responses, each section of a course should administer the Assessment Method. This may seem daunting and difficult to accomplish, especially given that numerous courses are taught by part-time and full-time faculty, online, and in-person.
However, the ASLO Subcommittee and SLO Coordinators have pioneered a streamlined and widely accessible manner of administering SLO assessments on the LBCC LMS. Given the success that forefront departments have had in assessing all students in each section of a course in this manner, the ASLO Subcommittee recommends that departments host assessments on the LBCC LMS to greatly reduce the time necessary to collect data. Furthermore, departments can engage directly with automatically computed Results of Assessment, which greatly enhances departmental discussion to better serve students with meaningful teaching practices and resources.
We can also take a look at ACCJC’s Standards Q&A July 2, 2015, which features a question on disaggregation. On page 2 the question is posed: Q. To what extent should data sets be disaggregated, and in what ways? What data sets did the Commission have in mind when drafting this standard? Are they retention/success oriented or course/program/institutional SLOs?
ACCJC Standards were revised in June 2014. Unlike the previous Standards, the new Standards require colleges to not only assess Student Learning Outcomes, but also to disaggregate this data. Specifically, Standards B.5 and B.6 discuss the requirement to disaggregate Student Learning Outcomes data.
ACCJC's answer reads: A. The institution should identify the populations of students, based upon the students it serves, for which to disaggregate data about student learning outcomes and student achievement. Per Standard I.B.5, it should also disaggregate by program type and mode of delivery to assess how the institution is meeting its mission, given the methods by which instructional services are delivered. As mentioned above, it will be helpful for the institution to identify criteria for disaggregation of data within programs, based upon the institutional mission as well as programmatic emphases.