Assessment FAQ

What is Assessment of Student Learning at CCA?

Through their course of study at CCA, students develop competence in the six lifelong skills faculty have identified as the foundation of education: Written and Oral Communication, Critical Thinking, Quantitative Reasoning, Technology, Aesthetic Perception and Inter/Intra Personal Responsibility.  These are the skills we want students to carry with them “for life.”

Assessment measures how well students are learning and developing lifelong skills.  Assessment allows us to engage in continuous improvement of education and to communicate with students, employers, and other stakeholders about how well learning is taking place at CCA.

Currently there are two parts to the CCA Assessment Plan.  Each instructional program develops an annual assessment plan.  Secondly, standards have been developed to assess lifelong skills across the curriculum. 

What is Program Assessment? 
 

Each program has a plan for assessing one or more of the lifelong skills endemic to their program. For example, Speech would assess the lifelong skill of Communication. Faculty can verify student skill achievement through goal setting and measuring data. Data is then analyzed and if necessary, adjustments are made in the curriculum or instruction to improve student performance.  While the college developed rubrics for scoring consistency, each department may establish a method of scoring assignments for program assessment that best meets departmental needs.'

Assessment generally does not measure student growth in specific classroom learning outcomes (there is occasional overlap). In History for example, we may assess the degree to which students are improving in oral communication or critical thinking - lifelong skills. We would not asses a student’s knowledge of the War of 1812.

What is “Assessment Across the Curriculum?”

Student learning is also assessed “Across the Curriculum”. Assessment across the curriculum is an institutional assessment process, an “assessment of assessment” in that it establishes standards of performance for each skill and provides institution wide data on how well students are achieving the results we expect them to achieve.

The purpose is to assess the application and transfer of knowledge from disciplines where skills are learned to other courses in the curriculum.  Assessment “Across the Curriculum” helps students continue to develop each skill, to reinforce their learning and demonstrate proficiency in related disciplines. 

Departments identify by matrix where each lifelong skill is being assessed and at what level (is the skill being introduced, reinforced, or practiced). Assessment reports are analyzed from each area to verify to the degree all lifelong skills are being assessed and skill development.

Program assessment plans will be asked to assess a lifelong skill not typically taught in your area. For example, Speech may assess technology or aesthetic perception to measure student development of this skill in other parts of the curriculum.

Rubrics are used for scoring consistency. Faculty report results of these rubric-based assessments into a college-wide data base.  This allows us to measure student performance on each of the skills across the college. This process was started in 2006 and has a two-three year implementation cycle.
 

What are Rubrics?

Rubrics allow for consistency in assessing lifelong skills in a “Program” or “Across the Curriculum”. For example, if three history teachers assess critical thinking, they use the same rubric for scoring consistency. Similarly, if our diesel mechanic program and Biology are also assessing oral communication, they use the same communication rubric to promote scoring  consistency. Using rubrics to grade individual classroom assignments is optional. Click here to review the rubrics.

 What are the assessment timelines?

Each program or discipline needs to have an assessment plan with both a departmental and across the curriculum component completed annually using the template on the website. Plans are due in August, reviewed by the Assessment Committee and feedback is provided for each one. A mid year progress report is requested and the final report is due at the end of May.

What is my role?

Department Chairs are responsible for developing and overseeing assessment plans.  Faculty members work with the department chair to develop plans,  You may be asked to incorporate assignments in your classes that will meet the requirements of the assessment plan in your department.  You may also be part of a team of faculty preparing the assessment plan and analyzing data for your area.

What is a "direct measure" of student learning?

Direct measures assess student performance of identified learning outcomes, such as mastery of a lifelong skill. They require standards of performance. Examples of direct assessments are: pre/post test; course-embedded questions; standardized exams; portfolio evaluation; videotape/audiotape of performance; capstone course evaluation. Assessment plans are required to use direct measures.

Are there measurable criteria for each life long skill?

There are college-wide rubrics that provide measurable criteria for each lifelong skill. Faculty are encouraged to use the college rubrics in their classes and to communicate expectations for student performance on the rubrics.   Click here to review the rubrics.

What is an "indirect measure" of student learning?

Indirect measures assess opinions or thoughts about student knowledge, skills, attitudes, learning experiences, and perceptions. Examples of indirect measures are: student surveys about instruction; focus groups; alumni surveys; employer surveys. Using indirect measures in an assessment plan is optional.

Who can help with data collection?

Plan to keep data collection simple.  The Institutional Research department is available to provide help and resources for data collection. 

Are adjunct faculty paid for working on assessment of student learning?

Yes! Adjunct faculty are paid $15.00/hr for time spent working on committees and attending meetings or training on assessment. Please discuss this with your Department Chair or Dean.

As a new Department Chair, how do I get started developing a departmental plan?

Identify a team of regular and adjunct faculty who will work on this project.

Review the website and attend trainings as scheduled. Review assessment plans for other areas – there are many good examples for you to follow.

Develop measurable objectives for the life-long and occupational skills you will assess. Use the template on the website. Contact anyone on the assessment committee to help get you started.

Decide on the way you will measure results. For example, will you embed test questions over several sections of a class or multiple classes? Will you collect writing samples or create an assignment to measure communication? If you need assistance, contact someone from the assessment committee.

Decide how you will collect and store data. Usually via spreadsheet by the person responsible for the plan.

Write a plan using the Assessment Template.

How many learning outcomes are needed to complete the assessment plan?

Each plan should assess at least one life-long skill. The Across the Curriculum Assessment Process will measure an additional lifelong skill

Is it necessary to assess every course in my department?

Not every class or course will necessarily be assessed. Department Chairs or the team responsible for the assessment plan select which course(s) to include in program and across the curriculum assessment. In some cases where there are many sections of the same course, assessment may sample several sections.

How can I get help when I need it?

There are members of the Assessment Committee in each Division. They are available to work with Department Chairs and teams in their Divisions. Also any member of the Assessment Committee can be scheduled to come to team meetings or meet with team leaders as needed.  

Who uses assessment information?

You do! You and other members of your department will analyze the data and make adjustments to teaching or your curriculum. Your advisory committee will review and discuss the results. An annual assessment report is also reviewed by the Vice President of Instruction, cabinet, and advisory committees.  Students will also receive information about assessment results.

How does assessment impact budgeting?

If your assessment results indicate a need for additional budgeting dollars, contact the Vice President of Instruction. Assessment results most frequently require adjustments in teaching or curriculum that do not impact budgeting. Occasionally, results indicate a need for training or for purchase of equipment. If so, your VPI can help you secure the necessary funds. Assessment data is also included in the program review process.

Updated:  02/05/2008