Assessment Process

GES 142:  Interpretation of Learning Styles and Cognitive Development

SLO    Map to Core Competencies    Assessment Plan    Assessment Report

SLO

Students self-advocate as appropriate regarding their learning disabilities with instructors

Map to Core Competency

I.                    Communication

D. Speak and /or Converse

II.                 Critical Thinking and Information Competency

D.     Problem Solving

III.               Personal Responsibility

A.     Self-Management and Self-Awareness

Assessment Plan

Students’ self-advocacy with instructors regarding their learning disabilities and accommodations is measured using:

·                    Students’ use of the Classroom and Test Accommodations Verification form with instructors

·                    Students’ use of the Request for Test Accommodations form

·                    Role playing self-advocacy skills with Learning Disability Specialist

Request for Test Accommodations forms are returned to the DRC; instructor can measure exactly how many times this form is used for self-advocacy regarding disability-related accommodations

Classroom and Test Accommodations Verification forms are given to students as a self-advocacy tool.  Use of this form is measured via student report.

Self-advocacy skills role-play is measured according to a rubric

Level 1:           

·                    Student is unable to appropriately discuss the nature of his/her disability or needs

·                    Allows someone else to answer questions

·                    Unaware of appropriate accommodations

Level 2:

·                    Able to answer questions about disability and needs with prompts

·                    Hesitant in asking for service

·                    Relies on DRC faculty to articulate accommodations and needs

Level 3:

·                    Initiates limited discussion with non-DRC personnel as to disability and needs

·                    Within DRC, exhibits awareness as to strengths, talents, disability, needs, and services/accommodations

Level 4:

·                    Initiates discussion with his/her instructors, counselors, or other college officials about his/her status as a student with a disability, the nature of his/her learning disability, any functional limitations, and accommodations needed

·                    Is able to fully articulate the nature of his/her learning disability, including learning strengths and talents as well as areas of difficulty.

·                    Is able to ask for what he/she needs in terms of disability-related accommodations and assistance

Assessment Report