Members | Goals & Achievements | Meetings | About
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Members
Back row: Chris Hilton, Larry Curtis, Richard Holcomb, Dee Ludwig. Front row: Kimberly Russell, Melissa Meeboer, Geri Lewis, Judy Stellpflug. Not pictured: Marilyn Cotant, Marilyn Miller.
Goals & Achievements 2006-2007
- Determine how assessment results (per plan) are reviewed with students, as well as appropriate constituents in an effort to identify strengths and weaknesses of use of the results of these assessments in the assessment cycle.
Faculty members were asked to focus on review of results of program assessments with students. Program assessments: Closing the loop on program assessments includes using results for recommendations for program changes, making sure that students receive appropriate feedback from the assessment activity, and tying these assessments to program reviews and strategic planning. Examples of recommendations from program assessments were covered showing the link to program review and strategic planning. Specific program assessment activities were discussed to verify their review with the students involved. The INST AA and AS assessment activity in the capstone course includes a reflection paper. Education majors have an exit interview with one-on-one review by the program faculty member. The committee recommended that the program review instrument be rewritten to more directly tie to assessment. Specifically, the committee requested that the program review include the goals/objectives of programs and narrative of changes made to programs based on assessment activities. Program reviews should include evidence of achievement of student learning in addition to factors already included in the review. The member’s recommendation was presented to IAC.
Marilyn Cotant focused on review of Compass and CAAP results with students and others. Compass/CAAP: She shared the process of “closing the loop” for compass and CAAP assessments. Advisors review compass scores with students enrolling in math, English, and reading. Reading instructors further review the scores with students enrolled in reading improvement courses. Students receive letters with CAAP scores and interpretation information, as well as certificates of achievement when they score above the national average in any area. They are also notified that they must sign a release form for the CAAP scores to be shared with other schools/employers. More generally, the CAAP summary reports are shared with PAC, the community college commission, and the board.
Ann Beaulieu presented information on the CCSSE (Community College Survey of Student Engagement). The survey is being requested by the community college commission. Administration of the survey will be performed by Kathie France or Karen Posten to classes randomly drawn by CCSSE. Faculty whose classes were drawn will be asked to allow the administration of the survey during the spring 2007 semester. The survey examines student engagement, learning, and retention issues. Faculty involvement in this national project will be greater if the survey results are shown to provide survey data which is valuable to support and strengthen student learning and retention. As such, it will be important to track the use of the results to that end.
- Clarify the goals of the general education core competency of Communication. Do we have measurable goals? Continue to study individual programs for inclusion of communication competencies at the course and classroom level. Develop clear data sources to measure attainment of Communication core competency. What are the indicators of successful achievement? How are they measured? How are they communicated to all constituents?
The committee reviewed and revised a survey which will be administered through Blackboard to all full time faculty in spring 2008. The survey will provide data about the pervasiveness of activities to enhance student attainment of the communication competency at the course level. The data will also provide an indicator of the perception of faculty relative to student’s level of competency. Further, the perception of faculty relative to the importance of addressing the competency in their individual courses will be addressed.
The committee viewed the presentation obtained from ACT, Inc. about the use of the CAAP tests for outcomes assessment purposes. After viewing the presentation, it was determined that the fall inservice activity should include presentation of the CAAP results from May 07 to the faculty members with discussion as to the changes which faculty should be considering in their programs related to those results. Since the current focus of the committee is on communication competencies, those results will be the focus of the inservice.
Other achievements of the committee:
- Members updated the current year plan to include new programs, changes in assessment activities, and faculty changes.
- Core competencies as revised December 2005 were included in course syllabi this fall.
- Distance delivery plan was updated to add/remove relevant assessments, update distribution list for summary of results, and add a section in assessment report concerning distance learning assessment, as well as program assessment results from online programs.
- The committee reviews the Assessment Report, which was then submitted to the Board in March 2007.
- The committee began a review of the assessment process through the reading and discussion of "Assessment Clear and Simple" by Barbara E. Walvoord.
Meetings
About the Committee
The Outcomes Assessment Coordinator is chosen by and directly reports to the Vice President/Dean of Instruction. The coordinator is released from three credit hours of instruction or the equivalent each semester and serves for a minimum of two years. The coordinator’s charge includes:
- Chair the Assessment Advisory Committee.
- Work with instructors and staff to clarify the purposes of outcomes assessment – and thus to deepen the understanding of and commitment to long-term assessment and to help ensure college-wide participation.
- Explain to students why assessment is necessary and what forms it will take.
- Explain to those who are responsible for assessment data are to be collected and how and when data are to be collected.
- Ensure the timely submission of written assessment reports.
- Review and distribute assessment reports for analysis and use.
- Work closely with the Dean of Instruction to provide faculty and staff with assessment results.
- Participate as a nonvoting member of the Instructional Advisory Council.
- Assist in the allocation of assessment funds.
- Retain all departmental/divisional assessment plans on file.
- Work with division chairs and individual faculty to develop assessment plans.
The Advisory committee is comprised of faculty, professional staff, and administrators. The committee has the same permanent members including the Vice President/Dean of Instruction, the Dean of Instruction - Outreach & Lifelong Learning, the Dean of Students, the Director of Institutional Effectiveness, the Director of Library & Media Services and the Assessment Coordinator. Each division has one faculty representative and each year, one division will have two representatives on a rotating basis. The charge given to members of the committee includes:
- Be a standing committee.
- Meet at least once each semester, with the coordinator calling additional meetings as they are needed.
- Monitor the implementation and progress of assessment.
- Review assessment reports.
- On the basis of reported assessment data, recommend to the IAC changes in programs and in courses of instruction.
- Review the assessment plan annually and amend it as necessary. The assessment plan is a formative and descriptive document and will be modified as needed in light of what assessment results suggest.
