Evaluating Our Assessment Program Spring 2004

What is assessment? Assessment is the ongoing process of understanding and improving student learning.

How do we assess students at PCCUA? Instructor-created classroom assessment tools Instructor-created classroom assessment tools Program-level assessment Program-level assessment Student Surveys Student Surveys Noel-Levitz Student Satisfaction Survey Noel-Levitz Student Satisfaction Survey Graduation survey Graduation survey Standardized testing Standardized testing ASSET, COMPASS, CAAP, NCLAC ASSET, COMPASS, CAAP, NCLAC

Why are we evaluating our assessment program? To benchmark our progress To benchmark our progress To help create goals and action plans To help create goals and action plans To compare perceptions held by different groups at PCCUA To compare perceptions held by different groups at PCCUA To provide data for our self-study To provide data for our self-study

How will we evaluate our assessment program?

Levels of Implementation and Assessment Matrix (Evaluation Tool) Created by Dr. Cecilia Lopez and the Higher Learning Commission (NCA) Created by Dr. Cecilia Lopez and the Higher Learning Commission (NCA) Often used by NCA site-visit teams Often used by NCA site-visit teams

Three Levels of Progress Level 1—Planning Level 1—Planning Efforts are in their infancy, progressing slower than desired, or have stalled Efforts are in their infancy, progressing slower than desired, or have stalled Level 2—Emerging Level 2—Emerging Efforts reflect the institution’s values, and progress is being made to improve and build on these efforts. Efforts reflect the institution’s values, and progress is being made to improve and build on these efforts. Level 3—Maturing Level 3—Maturing Efforts are structured, systematic, ongoing, and sustainable. Efforts are structured, systematic, ongoing, and sustainable.

Levels of Progress: Scoring Information Within each level, rate the degree of progress in that level: Within each level, rate the degree of progress in that level: Planning—1, 2, 3 Planning—1, 2, 3 Emerging—4, 5, 6 Emerging—4, 5, 6 Maturing—7, 8, 9 Maturing—7, 8, 9 Provide only one score per characteristic. Provide only one score per characteristic. Faculty and Professional Staff will evaluate the assessment program as a whole – institution wide. Faculty and Professional Staff will evaluate the assessment program as a whole – institution wide. Faculty will also evaluate assessment within their division ( Deans will conduct the division evaluation) Faculty will also evaluate assessment within their division ( Deans will conduct the division evaluation)

Let’s Begin...

Institutional Culture: Values Level A shared understanding of assessment has not evolved. A shared understanding of assessment has not evolved. Level A shared understanding exists and is growing. A shared understanding exists and is growing. Assessment is valued but not equally across departments. Assessment is valued but not equally across departments. Level Assessment is an institutional priority and a way of life at the college. Assessment is an institutional priority and a way of life at the college.

Institutional Culture: Mission Level Student learning is not mentioned in the college’s mission, purposes, or goals. Level The value of student learning is included in the mission, purposes and goals, but not all assessment efforts are clearly expressed. Level The mission, purposes, and goals indicate the high value of student learning. Assessment and academic programs reflect the mission and purposes

Shared Responsibility: Faculty Level Faculty buy-in is minimal. Faculty buy-in is minimal. Assessment tools are not established in most academic programs. Assessment tools are not established in most academic programs. A few programs have measurable student goals. A few programs have measurable student goals. Level Faculty are learning about assessment. Faculty are learning about assessment. Faculty committees accept responsibility for assessment. Faculty committees accept responsibility for assessment. Most programs have measurable student goals. Most programs have measurable student goals. Level All Level 2 characteristics are continued, sustained, and enhanced. All Level 2 characteristics are continued, sustained, and enhanced. Faculty communicate with others about assessment. Faculty communicate with others about assessment.

Shared Responsibility: Administration Level Assessment concerns from the past NCA visit have not been adequately addressed, if at all. Assessment concerns from the past NCA visit have not been adequately addressed, if at all. Level The Board, Chancellor, and CAO value assessment. The Board, Chancellor, and CAO value assessment. Supervisory and financial support is provided. Supervisory and financial support is provided. Assessment efforts are recognized and rewarded Assessment efforts are recognized and rewarded Level All Level 2 characteristics are continued, sustained, and enhanced. All Level 2 characteristics are continued, sustained, and enhanced.

Shared Responsibility: Students Level Students know little or nothing about the assessment program. Students know little or nothing about the assessment program. Level Student representatives serve on academic or assessment committees and are becoming knowledgeable. Student representatives serve on academic or assessment committees and are becoming knowledgeable. Level Student leaders educate their peers about assessment. Student leaders educate their peers about assessment. The assessment program helps students reflect on their learning. The assessment program helps students reflect on their learning.

Institutional Support: Resources Level Financial resources are not sufficient and limit assessment activities. Financial resources are not sufficient and limit assessment activities. Level A budget is provided for technology, materials, and professional development needed for assessment activities. A budget is provided for technology, materials, and professional development needed for assessment activities. Level All Level 2 characteristics are continued, sustained, and enhanced. All Level 2 characteristics are continued, sustained, and enhanced. The established budget will sustain the assessment program. The established budget will sustain the assessment program.

Institutional Support: Structures Level The structure of the assessment program is beginning to take shape. The structure of the assessment program is beginning to take shape. Level The assessment program has a coordinator and organizational tools. The assessment program has a coordinator and organizational tools. IR and academic supervisors support assessment. IR and academic supervisors support assessment. The Assessment Committee works with faculty to improve assessment The Assessment Committee works with faculty to improve assessment Level All level 2 characteristics are continued, sustained, and enhanced. All level 2 characteristics are continued, sustained, and enhanced. All syllabi state measurable goals & assessment methods. All syllabi state measurable goals & assessment methods. The assessment program is evaluated regularly. The assessment program is evaluated regularly.

Efficacy of Assessment Level There is minimal evidence that the assessment program is stable or sustainable. There is minimal evidence that the assessment program is stable or sustainable. Few academic programs are using assessment results. Few academic programs are using assessment results. Level Faculty are engaged in interpreting and discussing assessment results. Faculty are engaged in interpreting and discussing assessment results. Results are used to improve student learning. Results are used to improve student learning. Results influence budgeting and future assessment activities. Results influence budgeting and future assessment activities. Level All Level 2 characteristics are continued, sustained, and enhanced. All Level 2 characteristics are continued, sustained, and enhanced.

Survey Says……. Results from the Spring 2003 Survey were posted in the Assessment Newsletter and posted to the Assessment Web Page. The results established a benchmark for Evaluating the Assessment Program. Results from the Spring 2003 Survey were posted in the Assessment Newsletter and posted to the Assessment Web Page. The results established a benchmark for Evaluating the Assessment Program.

Survey Says…….. The results from this survey will provide additional data that will be added to the self- study and the Assessment Web Page. The results from this survey will provide additional data that will be added to the self- study and the Assessment Web Page.