Virginia Public Higher Education Policy on the Assessment of Student Learning
Template for Reporting Assessment Plans
PDCCC General Education Timeline
Assessments
Scientific
Reasoning Core
Competency
Year 1
JMU Scientific
Reasoning Test
(NAW9)
Year 2
Year 3
Year 4
Year 5
Year 6
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
CCSSE
JMU
Information
Literacy (ILT)
Test
Information
Literacy Core
Competency
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
1
CCSSE
JMU Oral
Communication
Test (TOCS)
Oral
Communication
Core
Competency
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
CCSSE
California Test
of Critical
Thinking
Critical
Thinking Core
Competency
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
CCSSE
JMU
Quantitative
Reasoning Test
(NAW9)
Quantitative
Reasoning Core
Competency
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
2
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
CCSSE
VCCS Writing
Test using
Prompts/rubric
Written
Communication
Core
Competency
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Capstone Course
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
STAGE
Cultural &
Social
Understanding
General
Education
STAGE
STAGE
STAGE
STAGE
CCSSE
STAGE
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Personal
Development
General
Education
STAGE
STAGE
STAGE
STAGE
STAGE
STAGE
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Graduate PrePost Survey
Wellness
Inventory
Wellness
Inventory
Wellness
Inventory
Wellness
Inventory
Wellness
Inventory
Wellness
Inventory
STAGE: Shock-Tucker Assessment of General Education developed by IR staff members from Virginia Community College System
CCSSE: Community College Survey of Student Engagement
3
Wellness Inventory: Developed by Notre Dame University and modified by Blue Ridge Community College
Capstone Course: PHI 115, Practical Reasoning, assess all core competencies using specific test questions and projects
VCCS Writing Test Using Rubric: Writing Test using prompts developed by VCCS colleges using a scale of 1-6 with 1 being low
California Critical Thinking Skills Test (CCTST): JMU Critical Thinking Test modified from Watson-Glaser Critical Thinking
Appraisal
JMU Tests: Variety of assessment instruments developed by JMU and modified with VCCS faculty on various core competencies
4
[VIRGINIA COMMUNITY COLLEGE SYSTEM]
Core Competencies Assessment Plan
Competency [Year(s)
Assessed]
Scientific Reasoning
[2010-11]
Definition
Standards
Description of Methodology
A person who is competent in
scientific reasoning adheres to a
self-correcting system of inquiry
(the scientific method) and relies
on empirical evidence to describe,
understand, predict, and control
natural phenomena.
A group of faculty from science
and other related disciplines will
be brought together by the system
office in March 2011 to
determine competency scoring
levels. Competency for each
individual learning objective, as
well as overall competency will
be determined by the faculty in
conjunction with JMU staff. Test
results from the 2010-11
administration will then be
compared to the competency
levels determined by the faculty.
Population to be Assessed
Students who have applied for
graduation and/or who are
enrolled in a capstone course will
be assessed. A sample of 50
students who have applied to
graduate in an Associate Degree
program will be sought from each
college. The assessment can be
administered in fall or spring or
both semesters.
Degree graduates will
demonstrate the ability to
• generate an empirically
evidenced and logical
argument;
• distinguish a scientific
argument from a nonscientific argument;
• reason by deduction,
induction and analogy;
• distinguish between causal
and correlational
relationships; and
• recognize methods of inquiry
that lead to scientific
knowledge.
Assessment Instrument
The James Madison University
(JMU) Scientific Reasoning
assessment instrument has been
mapped to the five expected
learning outcomes listed at the
left.
5
Information Technology Literacy
[2011-12]
A person who is competent in
information literacy recognizes
when information is needed and
has the ability to locate, evaluate,
and use it effectively. (adapted
from the American Library
Association definition)
Degree graduates will
demonstrate the ability to
• determine the nature and
extent of the information
needed;
• access needed information
effectively and efficiently;
• evaluate information and its
sources critically and
incorporate selected
information into his or
her knowledge base;
• use information effectively,
individually or as a member
of a group, to accomplish a
specific purpose; and
• understand many of the
economic, legal, and social
issues surrounding the use of
information and access and
use information ethically and
legally.
Oral Communication
[2012-13]
A competent communicator can
interact with others using all
forms of communication,
resulting in understanding and
being understood.
Degree graduates will
In 2010-11 VCCS librarians will
participate in a mapping activity
to map the Information Literacy
assessment to the VCCS expected
learning outcomes.
In 2011-12 a group of VCCS
librarians and faculty from related
disciplines will be brought
together to determine competency
scoring levels. Competency for
each individual learning
objective, as well as overall
competency will be determined
by the VCCS librarians and
faculty in conjunction with JMU
staff. Test results from the 201112 administration will then be
compared to the competency
levels determined by the
librarians and faculty
In 2012-13 a group of speech
faculty and faculty from related
disciplines will be brought
together to determine competency
scoring levels. This activity is
dependent on the selection of the
assessment instrument which is
Population to be Assessed
Students who have applied for
graduation and/or who are
enrolled in a capstone course will
be assessed. A sample of 50
students who have applied to
graduate in an Associate Degree
program will be sought from each
college. The assessment can be
administered in fall or spring or
both semesters.
Assessment Instrument
The James Madison University
(Madison Assessment LLC)
Information Literacy assessment
instrument has been mapped to
the five expected learning
outcomes listed at the left.
Population to be Assessed
Students who have applied for
graduation and/or who are
enrolled in a capstone course will
be assessed. A sample of 50
students who have applied to
graduate in an Associate Degree
6
Critical Thinking
[2013-14]
demonstrate the ability to
• understand and interpret
complex materials;
• assimilate, organize, develop,
and present an idea formally
and informally;
• use standard English;
• use appropriate verbal and
non-verbal responses in
interpersonal relations and
group discussions;
• use listening skills; and
• recognize the role of culture
in communication.
under review as of Fall 2010.
A competent critical thinker
evaluates evidence carefully and
applies reasoning to decide what
to believe and how to act.
In 2013-14 a group of faculty will
be brought together to determine
competency scoring levels. This
activity is dependent on the
selection of the assessment
instrument which will undergo
review in 2011-12.
Degree graduates will
demonstrate the ability to
• discriminate among degrees
of credibility, accuracy, and
reliability of inferences
drawn from given data;
• recognize parallels,
assumptions, or
presuppositions in any given
source of information;
• evaluate the strengths and
relevance of arguments on a
particular question or issue;
• weigh evidence and decide if
generalizations or conclusions
based on the given data are
warranted;
• determine whether certain
program will be sought from each
college. The assessment can be
administered in fall or spring or
both semesters.
Assessment Instrument
The Assessment Instrument has
yet to be determined at this time.
Population to be Assessed
Students who have applied for
graduation and/or who are
enrolled in a capstone course will
be assessed. A sample of 50
students who have applied to
graduate in an Associate Degree
program will be sought from each
college. The assessment can be
administered in fall or spring or
both semesters.
Assessment Instrument
The Assessment Instrument has
yet to be determined at this time.
7
•
Quantitative Reasoning
[2014-15]
conclusions or consequences
are supported by the
information provided; and
use problem solving skills.
A person who is competent in
quantitative reasoning possesses
the skills and knowledge
necessary to apply the use of
logic, numbers, and mathematics
to deal effectively with common
problems and issues. A person
who is quantitatively literate can
use numerical, geometric, and
measurement data and concepts,
mathematical skills, and
principles of mathematical
reasoning to draw logical
conclusions and to make wellreasoned decisions.
In 2014-15 a group of math
faculty and faculty from related
disciplines will be brought
together to determine competency
scoring levels. This activity is
dependent on the selection of the
assessment instrument which will
undergo review in 2012-13.
Population to be Assessed
Students who have applied for
graduation and/or who are
enrolled in a capstone course will
be assessed. A sample of 50
students who have applied to
graduate in an Associate Degree
program will be sought from each
college. The assessment can be
administered in fall or spring or
both semesters.
Assessment Instrument
The Assessment Instrument has
yet to be determined at this time.
Degree graduates will
demonstrate the ability to
• use logical and mathematical
reasoning within the context
of various disciplines;
• interpret and use
mathematical formulas;
• interpret mathematical models
such as graphs, tables and
schematics and draw
inferences from them;
• use graphical, symbolic, and
numerical methods to analyze,
organize, and interpret data;
• estimate and consider answers
to mathematical problems in
order to determine
8
•
Written Communication
[2015-16]
reasonableness; and
represent mathematical
information numerically,
symbolically, and visually,
using graphs and charts.
A competent communicator can
interact with others using all
forms of communication,
resulting in understanding and
being understood.
Degree graduates will
demonstrate the ability to
• understand and interpret
complex materials;
• assimilate, organize, develop,
and present an idea formally
and informally;
• use standard English;
• use appropriate verbal and
non-verbal responses in
interpersonal relations and
group discussions;
• use listening skills; and
• recognize the role of culture
in communication.
In 2015-16 a group of English
faculty and faculty from related
disciplines will be brought
together to determine competency
scoring levels for written
communication using the rubric
that was developed for the 200910 assessment as a starting point.
Population to be Assessed
Students who have applied for
graduation and/or who are
enrolled in a capstone course will
be assessed. A sample of 50
students who have applied to
graduate in an Associate Degree
program will be sought from each
college. The assessment can be
administered in fall or spring or
both semesters.
Assessment Instrument
The methodology has yet to be
determined at this time.
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