B- Build Program Outcomes

    At Tabor College, we prioritize the creation of Program Learning Outcomes (PLOs) through a collaborative and evolving process. This ensures our programs remain relevant and effective. Here’s how our faculty approach this important task:
  • Following Program Norms and Standards 1.1. Accreditation Requirements: Faculty start by reviewing standards set by accrediting bodies to ensure our PLOs meet the necessary criteria. 1.2. Institutional Alignment: We align our PLOs with Tabor College’s mission and goals to maintain coherence across all programs. The Office of Assessment oversees this process and once the PLOs are complete they are loaded into the learning management system LMS Canvas. These outcomes are tied to departments.
  • Utilizing Faculty Expertise 2.1. Subject Matter Experts: Faculty members use their extensive knowledge and experience to identify key areas and skills for students. 2.2. Current Trends and Research: Staying updated with the latest developments in their fields helps faculty create forward-thinking PLOs.
  • Encouraging Collaboration and Input 3.1. Departmental Collaboration: Regular meetings within departments allow faculty to discuss and draft PLOs, ensuring diverse perspectives are included. 3.2. Interdisciplinary Insights: Input from faculty in related disciplines can enhance the development of interdisciplinary programs.

L- Link Outcomes to Assignments

    We align them with specific courses and assignments to ensure that program outcomes are effectively measured. This guarantees that each course and assignment is designed to assess those outcomes.
  • Reviewing Program Learning Outcomes into Canvas 1.1. Faculty review their PLOs in Canvas, ensuring these outcomes are clearly defined and accessible within the system. If corrections are needed, Faculty can contact the Assessment Team.
  • Developing Program Maps 2.1. Faculty create program maps detailing where each PLO is assessed within each class and deciding which assignment(s) will be used for the assessment collection process. All faculty are expected to participate in this process and all courses are expected in the assessment of student learning outcomes data. The assessment team monitors and provides support to ensure full participation for all programs and Faculty.

U- Utilize Rubrics

    We implement rubrics in Canvas to rate students by their achievement level, which allows for effective PLO data collection.
  • Training and Support 1.1. The Assessment Team provides comprehensive training to faculty on integrating Program Learning Outcomes (PLOs) into their courses. This training includes detailed guidance on using Canvas Rubrics to align assessments with PLOs. Training is required for all new faculty, and continued support is given throughout the year when requested by faculty.
  • Utilizing Canvas Rubrics 2.1. Faculty use Canvas Rubrics to add Program Outcomes Criteria to their existing courses. This allows them to rate each student based on their level of achievement of the outcome. The rating goes beyond traditional grading, focusing on identifying the student’s achievement level in relation to PLOS.

E- Evaluate Student Performance

    Our integrated assessment system within Canvas allows faculty to evaluate student performance efficiently while continuing their usual grading practices.
  • Grading with Rubrics 1.1. Faculty grade students using rubrics in Canvas, just as they normally would. The system is designed to be intuitive and user-friendly, ensuring the grading process remains straightforward. While grading, faculty simply click on the appropriate level of achievement for each Program Learning Outcome (PLO). This step is integrated into their regular grading workflow, making it easy to assess student performance without additional effort or other external systems.
  • Streamlined Process 2.1. This streamlined process saves faculty time during the semester. By incorporating PLO assessment into their regular grading routine, faculty can efficiently track student progress and outcomes. This process encourages greater participation from faculty and provides more accurate data.
  • Proficiency Ratings for Undergraduate Programs 3.1. For undergraduate programs, the levels of achievement are defined as follows:
    • Advanced (4 points)
    • Proficient (3 points)
    • Basic (2 points)
    • Not Met (1 point)
    These ratings provide a detailed understanding of each student’s proficiency in meeting the program outcomes. This outcome data is then stored within the LMS. By implementing this structured approach, Tabor College ensures that Program Learning Outcomes are seamlessly integrated into the curriculum. This method allows for accurate assessment and documentation of student achievement. Additionally, the Assessment Team can effectively gather data to track student progress and align assignments with course outcomes.

J- Journalize Outcome Data

    We systematically collect and record data related to student outcomes for further analysis, ensuring comprehensive alignment and analysis of all assessment data.
  • Data Storage and Reporting 1.1. Program Learning Outcomes (PLO) data is securely stored within Canvas. Each time faculty assess a student’s performance using Canvas Rubrics, the data is automatically recorded and stored in the system. 1.2. Running Reports: The Assessment Director can generate reports for the previous semester’s data. In the fall, a report is run for the previous spring semester, and in the spring, a report is run for the previous fall semester. This ensures timely and relevant data analysis. These reports are stored both inside and outside of Canvas.
  • Collaboration for Data Management 2.1. The Assessment Team collaborates closely with the Institutional Research Team and the IT Team to ensure that all PLO data is properly stored and managed. This collaboration ensures data integrity and accessibility.
    • This systematic record-keeping allows for comprehensive alignment and analysis of all assessment data, ensuring that Tabor College can effectively track and improve student learning outcomes.

A- Analyze Results

    The Blue Jay Assessment Summit at Tabor College is held twice every academic year to ensure continuous improvement in student outcomes.
  • Fall Summit 1.1. Held in August before the start of the semester, focuses on analyzing data from the previous spring and summer semesters.
  • Spring Summit 2.1. Held in May after the end of the spring semester, this summit analyzes data from the previous fall semester.
    • During the Blue Jay Assessment Summit, faculty review the generated reports. They analyze the data to identify trends, strengths, and weaknesses identified by the data. Participants work within their departments to discuss the findings and provide feedback to one another generating important dialogue within the department between faculty chairs and faculty and interdepartmental dialogues on the outcome data results.

Y- Yield Improvements

    Based on the data analysis, faculty develop strategies to enhance student learning and program effectiveness. They document and report back their action plans to the Assessment Team.
  • Data-Informed Decisions 1.1. Make data-informed decisions to refine and improve the program, adjusting instructional strategies based on the analysis. These strategies are implemented in the following semesters to ensure continuous improvement.
  • Continuous Improvement 2.1. By following this structured approach, the Blue Jay Assessment Summit ensures that Program Learning Outcomes are effectively integrated into the curriculum and that student achievement is accurately assessed and documented.
    • This process continues with each new semester ensuring a culture of assessment and improvement for all Tabor College Students.