Program Assessment Report
Occupational Therapy Assistant Program
2010-2011 Summary
NC State students should attain competency in the college’s six core learning outcomes as well as the appropriate program level learning outcomes prior to
graduation. Each course at NC State contributes to a student’s successful performance in one or more of the core learning outcomes (as indicated in the
master syllabi) and/or program/department-level learning outcomes. The purpose of this form is to allow programs to document how their course(s),
instructional strategies/activities, and assessment methods contribute to core and program/department-level learning outcomes achievement and to
identifying and acting on areas in need of improvement.
Guidelines:
 Program coordinators or program directors and their faculty select specific courses to report assessment results via the Course Assessment Report.
This is to inform the Program Assessment Report. Faculty should:
o Select courses where students are most likely to demonstrate a high level of attainment of the learning outcome, preferably near the end of
the curriculum to support an across-the-curriculum approach (reinforcement and retention of learning) -- REQUIRED.
o Select additional courses for pre and post assessment or to demonstrate progress in learning outcome attainment as students progress
through the curriculum (a value-added approach) – OPTIONAL.
 Core Learning Outcomes are assessed institution-wide on a 3-year rotating schedule resulting in two outcomes assessed per year.
o The 3-year rotating CLO assessment schedule is available at http://www.ncstatecollege.edu/committees/assessment/default.htm
o Programs are encouraged to assess CLOs and report results on a more frequent schedule as needed.
 Program coordinators or program directors send the completed Program Assessment Report to the Assessment Committee, due annually in October.
North Central State College Mission Statement:
To provide quality, responsive, lifelong learning opportunities, including occupational, degree and other
educational programs for individuals, business and industry, and the communities we serve.
Program Mission Statement:
Core Learning Outcomes
Learning Outcome
Written Communication*
Assessment Procedures & Criteria
Assessment Results
Use of Results
Identify the assessment method(s) used to
measure and evaluate student success for this
outcome. (List all methods.) The minimum
acceptable score is 74%. (This may require
converting the score to a %.)
Report the achievement level = the number of
students earning the minimal acceptable score (74%)
or higher out of the total number of students who
completed the assignment AND the course (e.g.
25/50 = 50%). Report the achievement level for each
assessment method.
Baseline established. 14/15 students completed
final project in OTA 105 successfully (>74% score on
rubrics)
OTA 280 capstone not provided during the 20102011 school year
If the achievement level percentage falls below the
college-wide minimum standard (70%) for any
assessment results, identify change(s) planned to
improve student learning in this CLO.
Establish baseline performance: Beginning
course OTA 105-final project assessed
utilizing rubrics (NCSC rubric for written
communication is integrated)
Reinforcement & Retention: OTA 280
Capstone Project will be assessed utilizing
rubrics (NCSC rubric for written
communication will be integrated.
For 2011-2012 school year, establish baseline for
incoming class and assess reinforcement &
retention with capstone course to be provided
spring quarter for second year students.
Speech*
Information Literacy*
Critical Thinking*
Intercultural
Knowledge/Competence*
Computation Proficiency**
Establish baseline performance: Beginning
course OTA 105-final project assessed
utilizing rubrics (NCSC rubric for speech is
integrated)
Reinforcement & Retention: OTA 280
Capstone Project will be assessed utilizing
rubrics (NCSC rubric for speech will be
integrated.
Establish baseline performance: Beginning
course OTA 105-final project assessed
utilizing rubrics (NCSC rubric for information
literacy will be integrated)
Reinforcement & Retention: OTA 280
Capstone Project will be assessed utilizing
rubrics (NCSC rubric for information literacy
will be integrated.
Establish baseline performance: Beginning
course OTA 105-final project assessed
utilizing rubrics (NCSC rubric for critical
thinking will be integrated)
Reinforcement & Retention: OTA 280
Capstone Project will be assessed utilizing
rubrics (NCSC rubric for critical thinking will
be integrated.
Establish baseline performance: Beginning
course OTA 105-diversity project assessed
utilizing rubrics (NCSC rubric for intercultural
knowledge & competence will be integrated)
Reinforcement & Retention: OTA 119
Cultural Sensitivity Project and associated
culturally sensitive treatment skill check will
be assessed utilizing rubrics (NCSC rubric for
information literacy will be integrated.
Baseline established. 15/15 students completed
final presentation in OTA 105 successfully (>74%
score on rubrics)
OTA 280 capstone not provided during the 20102011 school year
For 2011-2012 school year, establish baseline for
incoming class and assess reinforcement &
retention with capstone course to be provided
spring quarter for second year students.
Baseline established. 15/15 students completed
final project in OTA 105 successfully (>74% score on
rubrics)
OTA 280 capstone not provided during the 20102011 school year
For 2011-2012 school year, establish baseline for
incoming class and assess reinforcement &
retention with capstone course to be provided
spring quarter for second year students.
Baseline established. 14/15 students completed
final project in OTA 105 successfully (>74% score on
rubrics)
OTA 280 capstone not provided during the 20102011 school year
For 2011-2012 school year, establish baseline for
incoming class and assess reinforcement &
retention with capstone course to be provided
spring quarter for second year students.
Baseline established. 15/15 students completed
cultural sensitivity project in OTA 105 successfully
(>74% score on rubrics)
OTA 119 course not provided during the 2010-2011
school year
For 2011-2012 school year, establish baseline for
incoming class and assess reinforcement &
retention with capstone course to be provided
spring quarter for second year students.
Not considered to be a core
learning outcome within the OTA
curriculum
*Rubrics are available on the Assessment of Student Learning Committee web site at http://www.ncstatecollege.edu/committees/assessment/default.htm. These rubrics may
be used as is or modified, or another rubric or assessment method may be substituted. **After semester conversion, programs should report assessment results from the
highest college math course in the curriculum (comprehensive final exam scores) as well assessment results that occur in non-math program courses where computation is
considered to be important to the technology/profession (e.g. drug calculations in a nursing curriculum).
Program-Level Learning Outcomes (Refer to OTA Program ACOTE Program Evaluation Report)
Learning Outcome
Assessment Procedures & Criteria
Assessment Results
Use of Results
Enter outcomes below; add rows as
needed.
Identify the assessment method(s) used to
measure and evaluate student success for this
outcome. (List all methods.) State the
minimum acceptable score for each method.
Report the achievement level = the number of
students attaining the minimum acceptable score or
higher out of the total number of students who
completed the assignment AND the course (e.g.
25/50 = 50%). State the program’s minimum
achievement level percentage and report the
achievement level attained for each assessment
method.
If the achievement level percentage falls below the
program’s minimum standard for any assessment
results, identify change(s) planned to improve
student learning in this learning outcome.