1
When learners are at a distance, the careful
design of assessments is particularly important,
because society somewhat unfairly imposes higher
expectations on the assessment of online
learners. Oosterhof, et al. (2008) Assessing
Learners Online
2

Assessing Online Instruction at Carteret
Community College
?
?
?
?
?
?
Donald Staub, Title III Director Carteret
Community College
3
The Lineup

• DL at CCC
• The Need to Assess
• How Were Doing It
• Conclusions Solutions
• Discussion

4
DL _at_ CCC

• DL is 10 years old
• 34 programs _at_ CCC
• 1700 enrollment SP09
• Fall 2008
• 348 total sections taught
• 270 seated sections
• 61 Internet
• 15 Hybrid

5
The Need to Assess

• SACS
• Common Sense
• its the right thing to do
• we need some answers

6
Comparability of distance education programs to
campus-based programs and courses is ensured by
the evaluation of educational effectiveness,
including assessments of student learning
outcomes, student retention, and student
satisfaction. (CS 3.3.1) COC Distance Education
Policy Statement http//www.sacscoc.org/pdf/081705
/distance education.pdf
7
DL _at_ CCC

• 270 seated sections
• 73 success / 22 failed or withdrew (15 W)
• 61 internet sections
• 65 success / 33 D, F, WD (16 W)
• 15 hybrid sections
• 81 success / 18 D, F, WD (9 W)
• FA07 internet 59 sections 34 D, F, W
• FA06 internet 48 sections 34 D, F, W

8
How Were Doing It

• QAP
• Grade Distributions
• ILLOs PLLOs
• Same instructor

9
The QAP(Quality Assessment Plan)

• Developed in-house (using models)
• Peer-reviewed by content specialist
• Stipends
• All current online courses have been reviewed
• All new online courses must be reviewed

http//ccctitle3.wordpress.com/
10
The QAP Score Card
http//ccctitle3.wordpress.com/
11
The QAP Score Card Learning
12
Grade Distributions (Fall 2008)
13
ILLOs

• Communication
• Computer Literacy
• Critical Thinking
• Humanities Fine Arts
• Information Literacy
• Personal Growth Responsibility

14
Computer Literacy - CIS 110
Outcome Students demonstrate proficiency in the
use of computer technology including application
software, system software, and internet browsers.
Assessment Final Exam in CIS 110. This exam
consists of a hands-on skills assignment for
Word, Excel, Access and PowerPoint and a 25
question Multiple choice assignment with
questions regarding computer hardware, system
software, internet browsers and other related
computer terminology.
15
Computer Literacy

• 5 Sections CIS 110 3-WB 2-IN
• Attrition
• IN01 35
• IN02 26
• WB03 17
• WB04 28
• WB05N 18
• Cross-section comparison (i.e. one course,
  different instructors)

16
(No Transcript)
17
(No Transcript)
18
Computer Literacy - CIS 110 Same instructor
teaching one section of each
19
Personal Growth Responsibility ACA 115
Outcome Students demonstrate the ability to
understand and manage self effectively.
20
Personal Growth Responsibility ACA 115
21
Personal Growth Responsibility ACA 115

• Advisement Project
• In the fall of 2008, 79 of all ACA students (10
  sections) scored 80 or above.
• For online sections (2 sections), 70 (7 out of
  10) scored 80 or above.

22
Personal Growth Responsibility PSY 150
23
PLLOs Same instructor teaching one section of
each (take a look at a common assignment from
each section)

• ACA 115
• ACC 120
• BUS 110
• ECO 251
• EDU 119

24
ACA 115 - Learning Styles Project
Students identify and explain the strategy used
to prepare for an exam.
25
ACC 120
26
BUS 110
ECO 250
27
EDU 119
4 test test items related to working/communicatin
g with parents, parental rights, and regulations
dealing with parental contact/information.
n20
n12
28
Conclusions Solutions
The largest issue confronting online
assessments is that of the dynamics that occur
when the instructor and student do not share the
same immediate space. Milam, et al. (2004). In,
Developing and Implementing Assessment of Student
Learning Outcomes
29

• Instructors who dont treat online seated
  equitably (e.g. additional support to seated
  sections)
• Using the observation instrument correctly. Some
  of this was a direct result of them using a
  document that was scanned and they had to
  print/copy to use. I believe some of the students
  had trouble with the process. (EDU 119)
• Math the fax machine

30

• The seated students did however have the
  opportunity to submit their observation checks
  sheets for revision if needed.
• Students will no longer have to print the
  inventory results. Instead, they will write a
  narrative explaining their results.
• Students will no longer need to submit a
  curriculum check sheet (on-line students had
  difficulty accessing them from the website).

31
Discussion
In many instances, the assessment of an online
course is not in alignment with the type of
instruction that may have occurred in the
course. Palloff Pratt (2009) Assessing the
Online Learner
32
Donald Staub Title III DirectorCarteret
Community Collegestaubd_at_carteret.edu 252-
222-6010
http//ccctitle3.wordpress.com/