Assessment Characteristics

As a guideline for the plan's development, the Academic Assessment Committee followed the North Central Association Characteristics of an Assessment Plan. The following characteristics were adopted for the plan:

• Flows from the institution's mission.
  The Academic Assessment Committee developed general education objectives from the widespread efforts of the faculty. It began with department-level discussions and was finalized by the Academic Assessment Committee. Program level assessments are designed to meet the needs of students, employers and other constituents. The Assessment Plan includes general education, pre-college education, transfer programs and occupational programs, all of which are part of the College's Mission.
• Has faculty ownership/responsibility and institution-wide support.
  The Assessment Plan was written by the Associate Vice President for Instruction and the Assessment Coordinator with input from the Academic Assessment Committee and the academic divisions. The Plan has emerged from department proposals for academic achievement submitted by the academic divisions. The Associate Vice President for Instruction and the Assessment Coordinator work directly with divisions, the Academic Assessment Committee and the Vice Presidents for Instruction and Technical Education.
• Uses multile measures.
  Both qualitative and quantitative data measure program outcomes. Qualitative data include surveys of students, alumni, advisory committees and employers of graduates to ascertain their perceptions of the relevance, currency and practicality of the program. Quantitative measures include standards set against regional and state accrediting agency norms.
• Provides feedback to students and institution.
  Assessement data are organized into a report that summarizes the findings and recommends desirable action to imporve the program and to enchance student learning. The document is available for review by College personnel and the public and the recommendations are included in the Strategic Plan 2003-2007.
• Is cost-effective.
  The Assessment Plan is "low-tech" and developed for the College's needs and budget. Nevertheless, it is effective, creates a minimum amount of conflict among the faculty, demands little in the way of added resources, and reasserts faculty control over curriculum.
• Does not restrict access.
  Students are initially assessed when they enroll in credit courses at National Park Community College through placement tests in reading, writing, and mathematics. Although the College maintains a policy of open admissions, placement scores may restrict admission to certain programs or courses.
• Leads to improvement.
  Several factors demonstrate that the plan focuses on improvement. First, there is strong faculty ownership. Second, there is strong commitment from the College administration evidenced by their support and the dedication of financial resources and human resources. Third, the assessment cycle approved by the faculty as the conceptual framework indicates a commitment to using the results to modify and improve programs to enhance student learning.
• Realistic timeline.
  Discussions began at the College in spring of 1999, and considerable time was spent developing the new process. Revision of the Academic Assessment Plan has continued and will continue each year. The assessment timeline (Appendix 1) outlines the process and how it evolved.
• Appropriate administration.
  The faculty has primary responsibility for assessment, with strong administrative support. The Academic Assessment Committee also acts as the liaison with the Curriculum Committee and the Strategic Planning Committee.

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