The assessment process begins by identifying the goals/objectives of student learning – at the level of the individual class and across course sections; within a discipline/program; and across the institution. Goals at each of those levels will identify what students should know and do as a result of the experience.

Classroom/Course Assessments

Classroom Level

A component of teaching is assessing to determine if students understand/can apply the materials being taught. It can be informal, with no reporting of assessment results, and used to identify when additional time/practice is needed. The college offers training in Classroom Assessment Techniques or “CATS” at the beginning of each semester to learn more.

Course Level

Faculty in collaboration with their program coordinator/department chair measure student proficiency for course objectives. Examples: common final exam with questions linked to specific course objectives, embedded test questions across multiple course offering, use of rubrics, etc

Results of assessment are shared with the faculty within the area, are analyzed and recommendations are made.

Recommendations

Refer to the course objectives to know what the students will be able to know, do, and think/behave (attitudes) after completing a course. Determine assessment measures to determine if students are learning those objectives.

Instruction is adapted based on those assessments to assist students in successfully meeting the objectives of the course.

Course syllabi are available from Department Chairs/Program Coordinators/Deans.

Use the Course Syllabus Template to develop your course syllabus. To assure consistency in what is taught in all course locations, every faculty member follows the departmentally approved course syllabus. Every syllabus should be consistent with the master syllabus in the following areas:

• Course Name & Number
• Description
• Objectives
• Methods for evaluating student performance
• Topical outline

Discipline / Program / Degree Level Assessments

A department chair, program coordinator/director, or degree champions facilitates assessment at this level. The assessments conducted are to assess student/graduate knowledge, skills, and attitudes/beliefs relative to educational goals identified by the program/discipline.

Steps for Assessment at the Discipline/Program/Degree level

• Each discipline and program/degree has a curriculum map. This map outlines the program/discipline’s mission as well as their learning outcomes. These maps also identify the courses in which each of the outcomes are taught within the discipline/program.
• Courses that are identified on a curriculum map should have clear course objectives that are related to meeting the discipline, program/degree educational goals.
• Refer to the OA Handbook regarding determining sample size for assessments that involve a large group of students.

Institutional General Education Core Competency Level Assessment

Core competency alignments are determined by discipline chairs/program coordinators in collaboration with faculty in the curriculum area. Each discipline/program’s curriculum map outlines the core competency alignments established by the faculty. This map serves as the schedule for when core competency results should be submitted.

A standardized nationally normed purchased test is another option for assessment at the institutional level as well as student surveys.

Core Competency Definitions

There are three core competencies with corresponding sub-tracks. Students will have multiple experiences in these competencies as they complete a degree or program. Discipline/Program student learning outcomes should relate to the core competencies. The three core competencies include:

The results of the assessment are shared with the Core Competency Committee. This committee will discuss and reflect on findings, trends, and any recommendations regarding improvements or follow up.

Collection and Storage of Student Data

Raw data collected for the purpose of assessing student learning within the department or program will be stored within the department or program area. If any clarification is required, the department chair/program coordinator will provide the necessary documentation. Only compiled and interpreted data collected will be shared with the entire college community.

Raw data collected institutionally for the purpose of assessing student learning of the Core Competencies will be stored within the Outcomes Assessment office. Any identifying marks on the samples will be removed. Any unused data will be destroyed.