Description of the Program Assessment Process
The program assessment process starts with the review and study of the WVSCTC mission and purpose statements. Each program develops/revises its own program purpose statement that supports the WVSCTC mission. The assessment process includes four basic steps/components:
1. Program assessment plan
2. Student assessment and data analysis
3. Program improvement actions
4. Feedback to the curriculum
The Program Assessment process is described below and also illustrated by the Program Assessment Chart.
1. Program assessment plan defines the program purpose statement, program objectives and student learning outcomes, course learning outcomes, methods of assessment, assessment timeline, and criteria for evaluation. The program objectives and student learning outcomes are grouped into three sections:
- program strategic objectives,
- general education learning outcomes, and
- program learning outcomes
The program strategic objectives define overall program goals concerning students, curriculum, lab and equipment resources, recruitment and retention, accreditation by professional organizations, student employment and any other long-term program goals.
The general education learning outcomes are commonly defined for all students in associate programs. However, the assessment of the general education learning outcomes is imbedded in each program and course and may take different assessment methodologies. Additionally, these outcomes are assessed through the general education core assessment process.
The program learning outcomes are specific for each program and they define competencies and skills which students will possess upon graduation.
Course learning outcomes define specific knowledge and skills that students are expected to gain in a particular class. These learning outcomes are listed in each course syllabus.
To measure and demonstrate student academic achievements, multiple assessment methods and instruments are used including locally developed tests and exams, standardized tests, course-embedded assessment, course projects, classroom presentations, pre-test/post-test evaluation, capstone course, clinical evaluation, incoming freshman surveys, graduate exit surveys, employer surveys, and national licensing tests.
The program assessment plan includes also the assessment timeline. The assessment process is continuous; however, assessment activities may be distributed over a several years period depending on the upcoming program review or other evaluation visits of the accrediting agencies. The assessment data are also annually reported to the division chairs, academic dean and the Program Review and Assessment Committee.
A faculty-designed Program Assessment Matrix is used for recording assessment results continuously collected over a several years' period. The Program Assessment Matrix is initially created as the Program Assessment Plan. It consists of three sections:
A. Program Strategic Objectives,
B. General Education Learning Outcomes, and
C. Program Learning Outcomes (specific for the particular program).
The matrix also provides space for documenting assessment activities and results, recommendations based on the analysis of the assessment results, and actions taken as result of those recommendations.
2. Student assessment and data analysis is a year-around process. The assessment data are collected according to the assessment timeline and analyzed annually. Some of the surveys are conducted by the Student Assessment Center. The Center also compiles the results and publishes survey reports on-line. The ultimate goal of the assessment analysis is to produce recommendations for the program and student learning improvements.
3. Program improvement actions implement recommendations that were made as a result of the assessment data analysis. Annual Assessment Report and Improvement Plan for each program is submitted to the division chair and the Program Review and Assessment Committee in May of each academic year. The purpose of the Annual Program Assessment Report and Improvement Plan is to give a brief summary of the assessment results for the current academic year, to document the progress of program and student learning outcomes, and more importantly, to provide conclusions and recommendations, based on the analysis of the assessment results, for the program improvement plan for the next year. It includes:
- Table of Basic Program Data (basic data about the students and graduates).
-- Actions taken as a result of the previous year's assessment results and improvement plan (a brief description of the activities that have been made in the reporting year as a consequence of the previous year's assessment results and improvement plan).
- Assessment Activities (a brief description of the activities that have been implemented in the reporting year in regard to the program assessment).
--- Conclusions (the most important findings learned through the assessment process).
--- Recommendations and Improvement Plan (recommendations for changes in a program/assessment plan and a list of program plans/goals for improvement in the next year). This information is also considered during the WVSCTC strategic planning process.
--- Assistance Needed (assistance needed from the WVSCTC or its administration based on the plans for the next year's activities. This information will be considered in the budget planning).
4. The Feedback is the step that closes the assessment process loop. The CTC divisions use the collected assessment data and improvement plans to take a critical look at their programs and to identify strengths and weaknesses, and to propose recommendations to be considered in the planning and budgeting processes of the college. Finally, the assessment loop is closed by reviewing/revising program curriculum, course content, program purpose statement, and college�s mission, and by incorporating the program improvement plan into the academic plan of the college.
The Program Review and Assessment Committee overlooks the assessment process, summarizes the reports, and communicates the summary to the college community.
