Assessment

Developing a Culture of Assessment 2008-2009

TABLE OF CONTENTS [back to top]

• Overview
  Guiding Principles
  Levels of Outcome Assessment
• The Assessment Process
• Mission Statement
• Institutional Goals
• Competencies
• General Education
  Philosophy
  Academic Program Requirements for General Education
  Designating a Course as a General Education Course
  Assessment
• Program Level
  General Education
  Requirements for Degree
  Competencies
  Program Assessments
• Course Level
  General Education and Competencies
  Course Assessment
  
  Sample Documents -- (opens a PDF document in a new window, requires Adobe Acrobat reader)
  I. Curriculum Map
  II. Program Assessment Progress Evaluation - Rubric
  III. Interconnectedness Form
  IV. Assessment Summary Form
  V. General Education Foundation Document
  VI. Department Master Syllabus
  VII. New Curriculum Proposal Form
  VIII. Revised Curriculum Proposal Form
  IX. Assessment Tools: Guide to Direct vs. Indirect Assessment
  X. Assessment Tools: Bloom's Taxonomy.
  XI. Assessment Calendar
  XII. Assessment Glossary

The assessment of Student Learning Outcomes at Camden County College is a self-sustaining system designed to ensure a continual process of evaluation and improvement of instruction. Student Learning Outcomes (SLOs) articulate the skills and abilities a student will obtain through study at the College. Flowing from the College mission, woven within the Strategic Plan, and tied to budgeting, outcomes assessment allows the College to effect change while maintaining academic excellence.

Guiding Principles

The assessment of student learning outcomes is a faculty driven process - honoring academic freedom, faculty responsibility for the curriculum, and shared governance.
> Involves all faculty members.
> Is a collaborate process with administration.
> Builds on individual department assessment efforts.

The assessment of student learning outcomes includes systematic collection of reliable data used to improve student performance.
> Identifies strengths and shortcomings in academic programs based on analysis and reflection by the faculty.
> Results in improved student success through ongoing dialogue and analysis of data.
> Is tied to teaching and learning.

The assessment of student learning is an ongoing and institutionalized process, forging a culture of assessment.
> Sufficient resources are devoted to the assessment process.
> Assessment findings will be communicated to the campus community.

Levels of Outcome Assessment

Institutional Level: Outcomes on the institutional level reflect the extent to which the mission and goals of the institution are met. These outcomes are assessed though the general education program and core competencies.

Program Level: Program level student learning outcomes address the extent to which a program is effective. They assess general education and core competencies as well as program specific knowledge, skills, and abilities.

Course Level: Course level student learning outcomes address the effectiveness of each individual course. They connect and support the program student learning outcomes and are assessed by a variety of instruments including tests, presentations, and evaluations.

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The Assessment Process (The Assessment Loop)
Effective assessment is a perpetual process of evaluating, adjusting, and re-evaluating. An effective assessment process consists of the following five stages:

STAGE 1: Development of Appropriate Program Student Learning Outcomes (SLOs)

• SLOs are specific to the program. They reflect the unique set of skills and abilities obtained from a particular course of study.
• SLOs use action verbs.
• SLOs stress higher order thinking skills.
• SLOs are assessable.
• SLOs are explicit.

STAGE 2: Development of Assessment Instruments and Time-Lines

• Assessment instruments are connected to the SLO.
• Rubrics developed for transparent and objective evaluation.
• Assessment instruments are direct measures of SLO (supervisor evaluations, capstone projects).
• More than one assessment method is used to evaluate an SLO.

STAGE 3: Data Collected and Analyzed

• Appropriate populations are selected.
• Data collection is an on-going process.

STAGE 4: Implementation of Change Curriculum and/or Instruction

• Pedagogy and/or curriculum is modified to improve student success

STAGE 5: Re-evaluate (Determine Effectiveness of Change)

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MISSION STATEMENT

Camden County College, a comprehensive public community college in New Jersey, provides accessible and affordable education including associate degree programs, occupational certificates programs, non-credit courses, and customized job training. The College welcomes all who can benefit and provides the support services students need to transfer for further studies, prepare for a career, and continue their education. The College responds to the changing needs of its community and students and continuously improves its programs and services to support the economic development of Camden County and the personal development of its citizens.

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INSTITUTIONAL GOALS
To accomplish its mission, Camden County College develops a strategic agenda and continually assesses its progress toward the fulfillment of these goals:

1. Programs and services will enable students to achieve academic success and career competence, to pursue further higher education, and to identify and develop their personal attributes.
2. General education courses will develop students' intellectual skills, knowledge, and habits of mind that enrich their lives and enable them to participate in a democratic society.
3. Developmental courses will enable students to gain skills needed for college-level work.
4. Continuing education courses and programs will provide cultural, social, and recreational activities to enrich the community.
5. Programs and services will recognize diversity and meet the needs of special populations, including academically gifted students and students with disabilities.
6. Partnerships with schools and colleges, public agencies, corporations, foundations, and other entities will enhance educational quality, student opportunities, and economic development.
7. Training programs for business and industry will provide continuous learning opportunities, including academic degrees.
8. The College will serve as a good steward of its financial, physical, and human resources.
9. Programs will provide students with the understanding and skills they need to adapt to changing international conditions and to compete in a global economy.
10. The College will provide a technology-rich environment that supports teaching, learning, and working.

• These competencies are expressed in the general education course requirement distribution.
• All programs are required to address each of the competencies.
• Each course has been encoded to reflect the competencies covered.
• Encodings will appear in the Academic Program Guide and the Department Master Syllabus.
• Competencies approved by the Faculty Assembly in August 2007.

1. Oral and Written Communication (OWC)
Students will be able to communicate effectively in both speech and writing.

2. Quantitative Reasoning (MT)
Students will be able to apply appropriate mathematical and statistical concepts and operations to interpret data and to solve problems.

3. Scientific Reasoning (SC)
Students will be able to apply the scientific method of inquiry to draw conclusions based on variable evidence, use scientific theories and knowledge to understand the natural world, and explain the impact of scientific theories, discoveries, and technological changes on society.

4. Technological Competency (TC)
The student will be able to use computers and other types of technology (graphing calculators, scientific instrumentation) to obtain, analyze, and present information.

5. Society and Human Analysis (SS)
The student will be able to use social science theories and concepts to analyze human behavior and social and political institutions

6. Aesthetic Perspective (HUM)
The student will be able to analyze works of the literary, visual, or performing arts.

7. Historical Perspective (HIS)
The student will be able to analyze historical events and movements in western or non-western societies and assess their subsequent significance.

8. Diversity and Global Perspective (DV)
The student will be able to analyze the implications of commonalities and differences among culturally diverse people.

9. Ethical Awareness (EA)
The student will be able to recognize, analyze, and assess ethical issues and situations.

• Information Literacy (IL) Embedded in each of the core competencies
  The student will be able to research, evaluate, organize, and present information.
• Critical Thinking (CT) Embedded in each of the core competencies
  The student will be able to logically and critically evaluate information.

GENERAL EDUCATION

Camden County College is committed to providing each student with an educational experience that fosters a respect for the intellectual process and addresses the demands of the modern world. This process cultivates knowledge, intellectual skills and attitudes that enrich our lives and encompasses the basic concepts in the humanities, social sciences, mathematics, science and technology. Intellectual skills include the student's ability to think and communicate in a global society.

General education addresses a broad range of learning opportunities for students and establishes high standards for graduates. To accomplish its mission, Camden County College develops its Strategic Agenda through the continuous assessment of the fulfillment of its goals.

Camden County College's general education goals and objectives are consistent with the New Jersey Statewide Transfer Agreement and the general education guidelines approved by the New Jersey Presidents' Council. Camden County College faculty annually review and revise these objectives to reflect the currency of the curriculum and the results of assessments of student learning.

The College's goal is to offer a General Education Program that provides students with competence in a broad array of intellectual skills and habits of mind that will enrich their lives and enable them to participate in a democratic society. These competencies reflect the values of a trusting, cooperative academic community that is open to new ideas and a diversity of opinions, convictions and methods of inquiry. General Education Goals are achieved by the incorporation of general education courses, appropriate student learning outcomes and pedagogy and the construction of regular assessments

Academic Program Requirements for General Education

The extent to which approved general education courses are required in the various degree and certificate programs is specified in the chart below entitled Academic Program Requirements for General Education. These requirements may be met through particular general education courses specified in the stated curricula or through selection of elective choices from the approved list of general education electives available to the student in consultation with his or her advisor. The chart reflects greater emphasis on general education within the Associate of Arts (A.A.) and the Associate in Science (A.S.) transfer programs than within the more specialized Associate in Applied Science (A.A.S.) Associate in Fine Arts (A.F.A.) and Certificate programs.

Designating a Course as a General Education Course

Camden County College participates in significant self-assessment of their general education course offerings. Following approval of the faculty, all general education courses will be submitted to the New Jersey Council of Community College's sub-committee, the General Education Coordinating Committee (GECC) for affirmation. Affirmed courses will be included in the General Education Course List published in the Catalog and the Academic Program Guide.

New courses which seek to be designated as general education courses will be submitted to the Curriculum Committee for initial approval. Final approval will be based on the decision the New Jersey GECC committee.

Assessment

The General Education Program at Camden County College will be assessed as follows:

Summative assessment of the College's General Education Program will be completed every three years using the Education Testing Service (ETS) Measure of Academic Proficiency and Progress (MAPP) test. This test measures proficiency in critical thinking, reading, writing, and mathematics in the context of humanities, social science, and the natural sciences. It also measures academic skills and subject knowledge in general education areas.

Formative assessment will be implemented in specific general education courses on a three-year cycle. During year one, students taking courses in the areas of ethics, mathematics, and English will be assessed. During year two, science, technology, and history will be evaluated. In year three, social science, diversity, and humanities will be assessed.

General Education

• Each program must comply with the New Jersey Council of Community College's General Education Course distribution requirements.
• All programs must address the competency of diversity either by a designated course or by student learning outcomes in multiple courses.
• All programs requiring a science course must require a lab-science course as the first science course.

Requirements for Degree

• All AA programs must contain forty-five credits of general education and should not exceed sixty-four credits.
• All AS programs must contain thirty credits of general education and should not exceed sixty-four credits.
• All AAS and AFA programs must contain twenty credits of general education and may not exceed sixty-six credits.
• All academic certificates must be between thirty and thirty-six credits and must include six credits of general education; three of which must be English Comp I. NOTE: Exceptions may be made based on requirements of individual accreditation bodies. Certificates of Achievement need not follow these criteria.

Competencies
Each program must cover all required competencies. This may be completed in one of two ways:

• A single course in the designated area (i.e., Introduction to Ethics for ethical awareness).
• The presence of multiple student learning outcomes that address the competency.

Program Assessments

Annual Assessment

• Each academic program is required to report annually on its assessment efforts.
• Every program level student learning outcome must be assessed within a two-year cycle.
• Results will be reported to the Student Learning Outcomes Assessment Committee.
• The Dean of Curriculum and Assessment will summarize and report on all assessment activities to the Vice President of Academic Affairs annually.

Academic Periodic Review

• All academic programs are scheduled for a comprehensive assessment every five years. This review will include five years of assessment data with analysis and recommendations.
• Results of these assessments will be presented to the Vice President of Academic Affairs, the academic deans, and the Board of Trustees.

Assessment Criteria

• Assessment instruments should primarily be direct measures of outcomes.
• Rubrics should be developed for communicating expectations and enhancing objectivity of evaluations.
• Multiple assessment methods should be outlined for each outcome.
• Assessment should focus on capstone projects or courses, but may be formative.
• Assessment must be analyzed to identify strengths and weakness of the population assessed as a whole, regardless of the grade earned.
• Assessment should lead to changes in the curriculum or pedagogy that will lead to improved student outcomes.
• Follow-up assessment must be performed to evaluate the effectiveness of the change.

Assessment Expectations - SPRING 2008

• 100% of programs will be at Stage II: Development of Assessment Instruments and Time-Lines.
• 50% of all programs will be at Stage III: Data Collected and Analyzed.
• 5% of all programs will be at Stage V: Re-evaluate and Determine Effectiveness of Change.

Assessment Expectations - SPRING 2009

• 100% of programs will be at Stage III: Data Collected and Analyzed
• 50% of all programs will be at Stage IV: Implementation of Change Curriculum and/or Instruction.
• 25% of all programs will be at Stave V: Re-evaluate and Determine Effectiveness of Change.

Assessment Expectations - SPRING 2010

• 100% of programs will be at Stage III: Data Collected and Analyzed
• 75% of all programs will be at Stage IV: Implementation of Change Curriculum
• 50% of all programs will be at Stage V: Re-evaluate and Determine Effectiveness of Change.

General Education and Competencies:
All courses are encoded as to the General Education and Competency category (or categories) they fulfill:

Course Assessment
Assessment methods of student learning outcomes for each course are outlined in the Department Master Syllabus.

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