ASSESSMENT IN A LEARNING COLLEGE

The 2002 self-study, and the subsequent comprehensive evaluation visit, highlighted many of the shortcomings of the assessment of student academic achievement process. In response to criterion three, the visiting team stated:

In a review of the documents, and in interviews with the faculty and administration, there exists no clearly defined philosophy statement regarding general education requirements as agreed upon by the faculty, no identification and articulation of expected competencies to be attained by students within each area, no method of assessment and measurement of those areas of importance, generally no stated career program outcomes, and no current process for including the results in instructional improvement and the annual budgeting of the institution. Faculty generally does not demonstrate a shared understanding of the potential or goals of academic assessment, and they demonstrate only minimal buy-in to the overall program. Necessary professional development funds are not allocated to support consultants and travel of employees required to develop an understanding of an effective program of student academic achievement. (Focused visit required)

During the required focused visit, the Team should expect:

• A clear philosophy statement regarding general education as developed and agreed upon by the faculty of the college.
• Specific outcome competency expectations for each of the areas of general education identified as necessary by the faculty of the college.
• Quantifiable measures of student attainment of competency for each area of emphasis in general education, and the strategies, timelines, and individuals responsible for gathering each set of information.
• Specific program outcome competency expectations for each separate career program.
• Evidence of data collected from direct measures of student academic achievement, along with data from any indirect measures.
• Evidence that the assessment process is communicated to students.
• A plan to cycle assessment data and information back and to link that information to a plan for improving instructional effectiveness in each area.
• A clear plan for connecting needs as identified through the assessment process to the annual budgeting effort of the college.
• A section of the budget specifically devoted to the various aspects and needs in developing and sustaining an effective assessment program.³

The response of the Commission is consistent with many of the concerns the College had identified in the self-study and suggests specific recommendations for improvement of the assessment process at Sauk. Following the team’s visit, the staff of SVCC acknowledged the team’s concerns, embraced the need for significant improvement, and convened to revamp the way institutional strengths and weaknesses are defined and success is documented at the College.

³ Source: Assurance Section/ Section Two: Report of a Comprehensive Evaluation Visit to SaukValleyCommunity College, April 1-3, 2002.