Comprehensive Outcomes Assessment A Practical Guide
Part I BCCC Vision of Assessment Guiding Principles of Assessment Part II The Assessment Model Part III A guide on how to complete anoutcomes assessment project The Handbook
BCCC Vision of Assessment Through a college-wide culture of assessment, Baltimore City Community College provides a quality education for all who enter our doors. Assessment is by nature a goal-driven, evidence-based, and improvement-oriented process that involves all stakeholders working collaboratively. This ongoing process promotes excellence in teaching and learning by assessing all elements of the educational process. Our culture of assessment provides institutional resources, training, and support. Continual assessment is an integral component of BCCC’s commitment to excellence as an institution of higher education.
BCCC Guiding Principles for SLOA Principle 1 • Faculty engagement and active involvement in SLOA development isessential. Faculty members are best suited to develop the educational outcomes for their programs and courses and to determine how to assess the outcomes and use the collected data for development and improvement. Therefore, the primary responsibility of the faculty is to develop assessment tools and determine the uses of the resulting data.
BCCC Guiding Principles for SLOA Principle 2 • All appropriate participants at each level of the college, not just select groups or individuals, should be committed to following the process of assessment. All academic departments must be involved. This means including adjunct faculty in discussions and decisions as much as possible.
BCCC Guiding Principles for SLOA Principle 3 • The results of outcomes assessment should be used to evaluate the effectiveness of academic programs and activities, as well as student services, but not the performance of individual faculty or staff. SLOA is a process that must be separate from faculty evaluation.
BCCC Guiding Principles for SLOA Principle 4 • College administrators must provide leadership and accountability to the process, as well as enable the assessment process by providing adequate resources, staff, and other forms of support.
BCCC Guiding Principles for SLOA Principle 5 • Assessment data do not exist in a vacuum and must be analyzed alongside all other factors that may affect achievement of outcomes. Other factors, some that will be out of our control, must be considered during the analysis phase. Factors such as personal problems, home situations, work hours, study habits and incoming skill levels, to name a few, can affect the assessment results.
BCCC Guiding Principles for SLOA Principle 6 • The SLOA process should be as simple and manageable as possible. The process cannot become so complicated that it interferes with the educational experience rather than assessing and improving it.
BCCC Guiding Principles for SLOA Principle 7 • Faculty and all others involved at the college should engage in SLOA development and assessment because it is good professional practice that benefits programs and students, not because it is an accreditation requirement. If outcomes assessment is used primarily as a reporting tool, then the process has failed.
BCCC Guiding Principles for SLOA Principle 8 • Outcomes assessment must be ongoing and performed on a regular basis in each academic area. It must become an academic habit.
BCCC Assessment Model Design Backwards Assess Forward
Closing the Loop • Make changes to ensure that students are learning and achieving learning outcomes • Re-evaluate and revise student-supported learning activities that will be used to reach the desired benchmark for achievement of learning outcomes. • Implement the revisedoutcomes assessment plan and report the results