One of the most valuable aspects of the assessment plan design
is that it requires a yearly evaluation of the assessment system to
be conducted by the Core Team. A recent report on the success of
the 2004-2005 plan implementation and data collection revealed the
The system is taking shape:
- Area and discipline goals and objectives were written.
- The composition of the standing committees was defined and job
descriptions for the Core Team and area facilitators were drafted
- The General Education Competencies were reviewed and
streamlined after feedback gained from faculty discussion after the
first data collection cycle. A new General Education Philosophy
Statement was created and accepted by faculty and administration.
The new system of looking at two competencies per year and having
all faculty report on those competencies was established to provide
better sample sizes. Checklist reporting forms were developed to
reflect the faculty's objectives for each competency, which allow
for agreed-upon standards for general education.
- The electronic Assessment Folder was created which included the
electronic data collection system. Information sessions and
workshops were provided to train faculty in the use of the folder
and the system.
- The system was organic and allowed enough freedom for faculty
to design their own assessment events and instruments. This freed
faculty to move at their own pace as their understanding of
- The maturing assessment system has forced the institution to
make philosophical changes about how the operations of the College
are organized and carried out. It has reduced, to some extent, the
perceived isolation of administrative decision-making, by making
budgetary and staffing issues part of a data-driven cycle which is
informed by faculty.
Faculty and staff are learning about and talking about
- To guarantee faculty have opportunities for meaningful
conversations about assessment, the Wednesday Discussion Hours were
created during the activity hour. The schedule ensures full faculty
- Three adjunct workshops have been held in order to explain the
system to adjunct faculty and solicit their help in the data
collection cycle. Adjunct faculty were surveyed in order to find
out what services, training, or support they required in order to
complete assessment projects.
- The Assessment Resource Room was created. Resource materials
are available for faculty and staff use.
- The assessment newsletter was created and
published to keep faculty abreast of upcoming tasks and provide
them resources for theory and practice.
Data are being collected and analyzed:
- 100% of full-time faculty participated in the first data
- CAAP data from previous years was analyzed by the full faculty,
and ensuing discussion created a new testing administration
procedure which assesses incoming freshman and outgoing sophomores.
A select population in each cycle receives the same test, thus
providing value-added data for the College.
Student engagement efforts are beginning:
- The student engagement brochure was created for distribution in
all classes. The brochure describes how students can take an active
role in their own learning, and how the faculty is taking an active
role in improving instruction. (See Appendix Q.)
- The Student Services department has taken an active role in
introducing students to the process of assessment. In PSY 100, the orientation
course, which is required for all students seeking a degree or a
certificate, faculty members teach student strategies for getting
the most from their education and help students understand the role
of learning in setting and achieving goals.