Teaching/Learning Academy’s Continuous
Program Assessment Process

 

            From the earliest days, the TLA has been committed to continuous, evidence-based program assessment. Eventually, the program adopted an Inputs-Environments-Outcomes model as a basic framework. Currently, the assessment process uses a variety of evidence for program assessment:

·        Candidate’s assessment of professional needs

·        Pre- and post-test on Essential Competencies and Valencia’s shared governance system

·        Faculty Portfolios

·        Action Research Projects in Portfolios

·        Retention/passing rates in candidates’ classes

·        Student engagement comparisons

·        Survey of participants in the ILP review process

·        Appreciative Inquiry into ILP/Portfolio Review successes, and

·        Qualitative feedback from TLA graduates 1 year-post tenure (third party focus groups).

     Describe how your practice changed during your pre-tenure period.
       What events, people, experiences facilitated or supported these changes?
       How did your professional development efforts influence your students' learning growth, and/or development?

This evidence informs the continuous refinement and revision of TLA and ILP review processes. It’s a concentrated effort to answer the learning college’s two fundamental questions— How will improve and expand learning?  How will we know it has?  The TLA provides reports on these findings to the Faculty Council and the College Learning Council.  All evidence is analyzed strictly in the aggregate and used for no other purpose than to better understand and improve the TLA and ILP processes.  Faculty member anonymity is respected at all times.

 

Resource:  Astin, A. W.  (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education.  New York: American Council on Education/Macmillon.