North Central
Missouri College
2009-2010
Assessment Plan
and Guidebook
Including forms
Highlights
 I-E-O Model and Related
Assessments Tools
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
Course Assessment Process
Process for Academic and NonAcademic Program Review
General Education Assessments
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Table of Contents
Mission Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culture of Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Philosophy of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Four Dimensions of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Workforce Readiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transfer Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content Knowledge and Discipline Specific Knowledge & Skills. . . . . . . . . . .
Soft Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Testing Reference Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Course Assessment Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Classroom Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Opinion Questionnaires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Academic and Non-Academic Program Review. . . . . . . . . . . . . . . . . . . . . . . . . .
General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scheduled Assessment Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reported Changes/Impacts of Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Activities Under the Workforce Investment Act . . . . . . . . . . . . . . . . . . .
Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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The mission of NCMC is to assist individuals in our educational/business community to
attain their goals through open admission, reasonable costs, progressive curriculum and
services-- delivered by a caring, competent staff in a safe, technology-rich learning
environment (For details see North Central Missouri College’s Strategic Plan).
select "Strategic Plan" in THE COLLEGE column
08-11 Strategic
Plan_highlights.docx
INTRODUCTION
North Central Missouri College strives to comply with Missouri Department of Higher
Education (MDHE) expectations by adopting, where appropriate, its philosophy,
purpose, and recommended assessment practices as outlined by the state while
personalizing these to address the unique needs of the college’s students, faculty, staff,
accreditation bodies, federal agencies, constituents, and other stakeholders.
(For details see Missouri Department of Higher Education Website)
CULTURE OF EVIDENCE (RATIONALE) The college’s “Culture of Evidence” (Dwyer
et al, 2006) assures that graduates are equipped with the skills and knowledge needed
to be productive members of the workforce and/or prepared for transfer to 4-year
institutions. NCMC collects student learning assessment data using multiple modes of
assessment including quantitative and qualitative, direct and indirect measures.
Longitudinal reports provide valuable information used to make positive changes. The
use of the Input-Environment-Output (I-E-O) Model makes the college’s assessment
plan more cohesive by connecting reports about incoming and outgoing students, as
well as the assessment processes in place that measure all student experiences while
enrolled in the college. Summative information regarding student learning can best be
explored across four dimensions: Workforce Readiness, Transfer Readiness, Content
Knowledge and Discipline-Specific Knowledge & Skills, and Non-Cognitive or “Soft”
Skills.
PHILOSOPHY OF ASSESSMENT Assessment at North Central Missouri College
should be guided by clearly stated, externally validated student learning processes and
outcomes that flow from and support the institutional mission. Assessment, as the
culture of evidence, should be fully integrated into the college’s entire operational
system, both academic and non-academic. NCMC concurs with the purposes of
assessment as outlined by Learning Assessment in Missouri Postsecondary Education
(LAMP):
1. Improve student learning
2. Improve program of instruction
3. Improve educational effectiveness of the institution
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4. Document student learning, program improvement, and educational
effectiveness to outside stakeholders (accountability)
Assessment is an opportunity for continuous improvement and accountability that
occurs at different levels and in different contexts through a “multidimensional approach
that can be used to assess student learning for the purposes of monitoring and
improving institutional effectiveness in the teaching and learning domains” (Dwyer et al,
2006).
The college shall assume responsibility for conducting assessment by gathering
meaningful information, analyzing and interpreting the collected data, using the
information to identify strengths and barriers, thereby making improvements.
Assessment should be transformative in nature, viewed as a process not a product. It is
the responsibility of NCMC to ensure that its graduates meet appropriate standards of
performance; although in joint ventures, this shall be done cooperatively with other
institutions. The college has an obligation to disseminate assessment results for
accountability and improvement through appropriate channels in a professional and
ethical manner.
ASSESSMENT MODEL North Central Missouri College’s Assessment Plan is based on
an I-E-O Model. Input (I) is what incoming students bring with them. Environment (E) is
the measure of change including all student experiences. Output (O) is the measure of
outgoing students’ skills and knowledge.
The College
Learning
Environment
Student Inputs
Student Outputs
Source: Austin (1993)
According to the authors of A Culture of Evidence, inputs should be considered first.
“There are two types of input measures: measures of simple quantity, such as the
number of applicants or number of students admitted; and measures of quality or
academic preparation (i.e. SAT/ACT, high school GPA, student’s advanced standing)…
At the other end of the educational experience, there are two typical classes of output
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measures for educational institutions. These can be broken into quantity and quality
measures.” Between a student’s first class and graduation or transfer, data is gathered
concerning the college learning environment. These records are used by the institution
for the purpose of improving teaching and learning. This includes information regarding
student engagement which “…is an index of the nature and extent of the student’s
active participation in the learning process… an indicator of motivation and habits that
carry over into other current and future settings” (Dwyer et al, 2006).
FOUR DIMENSIONS OF STUDENT LEARNING MDHE has identified common themes
that encompass workplace readiness and general education. These are reflected in
three dimensions of student learning: Workforce Readiness, Transfer Readiness,
Content Knowledge and Discipline-Specific Knowledge & Skills. Workforce readiness
refers to a set of skills and abilities identified by academic and business leaders as
important for success in any working environment. These include verbal reasoning,
quantitative reasoning, critical thinking, and communication. Transfer Readiness refers
to prerequisite skills and abilities students must demonstrate to successfully transition to
a four-year institution. Content Knowledge and Discipline-Specific Knowledge and Skills
are those that students “must acquire in order to be considered competent within that
domain.” Data may be assimilated across discipline-specific course clusters and the
resulting compilation used to obtain a deeper understanding of student learning. This
may also include professional certification examinations or degrees awarded. A fourth
dimension, soft skills (non-cognitive skills), is also important to student success and
should be monitored. “In today’s knowledge economy, it is not sufficient for a worker to
possess adequate basic cognitive skills and disciple-specific competencies. The nature
of work requires that the person be able to work in teams, be a creative problem solver,
and communicate with a diverse set of colleagues. The measurement of skills and traits
such as creativity, teamwork and persistence has become a major focus” (Dwyer et al,
2006).
ASSESSMENT TEAM NCMC has a designated team whose primary role is to assist
personnel in the assessment process. The team is overseen by the Dean of Instruction
and consists of an assessment consultant from each of the four divisions (one of whom
serves as lead consultant), the testing coordinator, coordinator of federal programs, and
an editor. This team is also responsible for orienting new faculty to the assessment
process, maintaining records, leading the annual review of assessment practices, and
providing leadership in planning assessment in-services for faculty.
Job Descriptions for
the Assessment Team.docx
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ASSESSMENT PLAN
This plan reflects North Central Missouri College’s overall belief system, its “culture of
evidence.” Though the components of the I-E-O model may be addressed separately, it
is important to note that each section is fully integrated with the other two. For example,
results of input data inform and influence both the environment and output data. The
same is true for environment, which is partially measured by output data and intimately
controlled by the needs of incoming students. Similarly, output information can be
compared to input data as a means of measuring institutional effectiveness, which in
turn effects positive changes in the learning environment including the four dimensions
of student learning. The evolution of this multi-dimensional approach is built on a
faculty-driven foundation represented by its Assessment Team whose members
represent all elements of the college community. Finally and most importantly, the
needs of students are at the heart of assessment at North Central Missouri College. Its
Mission Statement includes references to tailoring curriculum and services to help
individuals meet the challenges of an ever-changing world (Objective 3), expanding
alternative services for students (Strategy 1), strengthening learning initiatives across
the curriculum in core areas (Strategy 2), and developing innovative programs that
address economic needs (Strategy 3).
INPUT NCMC collects the following data as it relates to incoming students:
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ACT Test scores—an annual, longitudinal report of attending NCMC students’
ACT score including composite scores, and sub-test scores (English, Math,
Reading, and Science) is compiled. It also includes a comparison to national
and state data. A detailed report is available with the Director of Testing.
Placement into DS courses using ASSET & COMPASS—an annual report is
compiled including the number of students tested and number/percent of
students placed into developmental or college-level English, reading and
math. The report includes annual data, including averages, dating back to
2001, but no formal longitudinal report is compiled.
Program enrollment trends—an internal report is compiled each year
indicating the number of student enrolled and the student’s declared majors.
A three-year trend is reported annually to the Board of Trustees.
End of Course (EOC) assessments of Course-Level Expectations (CLE’s)—
accessibility is currently being explored
Trend analysis based on demographic information available such as students
origin, age, sex, cultural diversity, economic diversity, traditional vs. nontraditional (example-male nurse), ACT scores as a predictor of success
Trend analysis in the areas of dual credit, outreach, in-district, and out-ofdistrict
Inquiry cards—follow-up is provided to interested inquirers after college fairs
and high school visits
Trends from DESE report—Elementary and middle school data is used to
predict future enrollment trends
Economy and unemployment rates
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State and Federal allocations available for student scholarships/workstudy
ENVIRONMENT NCMC collects and utilizes the following formative data related to
current student academic & non-academic practices and services:
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Course assessment (Access Database)—see later section
General Education--three general education goals are being integrated and
will be assessed across the curriculum: communications, higher order
thinking (critical thinking), and managing information. The remaining five
goals (mathematics, life & physical sciences, social & behavioral sciences,
humanities & fine arts, and valuing) are assessed within primary and
secondary courses and assessment data shared to improve curriculum and
instruction. For additional information about state guidelines:
o Curriculum Alignment Initiative and MDHE Benchmarking
Missouri Department of Higher Education Website (MDHE)
National Community College Benchmarking Project
o NCCBP Home
Academic Program Review (see the later section)
Non-Academic Program Review (see the later section)
Student Engagement
o Community College Survey of Student Engagement (CCSSE) The
CCSSE is designed to provide information on student engagement,
learning, and retention for community and technical colleges
nationwide. The results are useful in providing data about student
experiences and to better understand how effectively to engage our
students and identify areas for improvement. The CCSSE National
Report provides benchmarks comparing NCMC students to other
Missouri students. The benchmark areas include: Active and
Collaborative Learning, Student Effort, Academic Challenge, StudentFaculty Interaction and Support for Learners.
o Survey of Entering New Student Engagement (SENSE) The SENSE is
designed to help understand entering students’ earliest experiences,
behaviors, and perceptions from the first moments of their interactions
with the college. SENSE results are meant to assist in gathering data
needed to improve course completion rates, retain more entering
students, and improve student persistence and success. The SENSE
National Report compares NCMC student data to national percentages
of other colleges administering the survey
o Cooperative Institutional Research Program (CIRP) The CIRP is a
survey given to incoming freshmen during orientation. Its focus is
college readiness, student values/beliefs about diversity, and student
expectations & civic engagement.
o Your First College Year (YFCY) This is a survey designed as a followup survey to CIRP. YFCY results assess the academic and personal
development of students over the first year of college, help colleges
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identify items that encourage student learning, involvement, student
satisfaction, retention, and success. Conducted March through June,
this looks at freshmen at the end of their first year.
OUTPUT NCMC collects the following data addressing the four dimensions of student
learning as it relates to outgoing students and utilizes the summative information
provided:
How to access Annual Assessment Reports
My Computer – J Drive
Doc Sharing
Assessment Folder
Annual Testing- Student Surveys Marie Moulin
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Workforce Readiness
o Direct
 NCLEX-RN and NCLEX-PN are recognized state board
examinations for licensure developed by the National Council of
State Board of Nursing
 NLN—pre-nursing and exit examinations are administered to
entering and exiting PN and ADN students. The results are
available from the Dean of Allied Health Sciences.
 CTE Exit tool—In compliance with DESE CTE will be adopting new
state approved exit assessments.
 Awards--students are evaluated and awarded by industry leaders
i.e. agriculture business writers, animal science and soils judge,
pass entrepreneur competitions.
 Professional Certifications--Students who have completed the
curriculum test or are assessed for certification in Human
Resources Professional, Microsoft Office Professionals, Managing
Personnel, Marketing Professionals, Certified Nursing Assistant
(CNA), Licensed practical Nurse with Intravascular Certification,
and Registered Nurse.
 WorkKeys-used for Career and Technical Education students when
graduating with an A.A.S. or Certificate, excluding nursing students
who use other exit tests. Pre & Post-test Annual Report since
inception in fall 2002. Post-test Annual Performance Results by skill
level
o Indirect
 Graduation rate-Cohort information on first-time, full-time students
graduating in 1.5 times the “normal” time is recorded and reported
through IPEDs. The current initiative includes summaries by degree
and programs.
 Graduate Follow-Up Survey (180-day) The Division of Career and
Technical Education of the Missouri Department of Elementary and
Secondary Education requires a 180-day follow-up survey to be
conducted on all career program graduates each year. This is for
recipients of both Associate of Applied Science Degrees and
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Certificates of Specialization. The intent of this report is the
presentation of employment and continuing educational status of
these graduates
GRADUATE
FOLLOW-UP QUESTIONAIRRE for CTE.doc
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Employer Follow-Up Survey This survey is sent to the employers
of last year’s graduates. The list of employers is obtained by the
Graduate Follow up Survey. This survey provides information
about how the employers would rate their NCMC employee in the
education received, and overall preparation for employment. The
survey also measures skills in communication, analytical thinking,
technical abilities, and interpersonal skills. The employees’ soft
skills are evaluated on work ethics, motivation/initiative, teamwork,
and leadership abilities.
Employer Follow-Up
Questionnaire 2009.doc
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Transfer Readiness
o Direct
 MAPP- Assessment used for General Education for AA, AAT, and
AGS students. The annual report scores with explanation of what
they mean with comparison to national data (prior to 2008, CAAP
was used)
 CBASE-This assessment measures general education and is used
for eligibility into teacher education programs. NCMC teacher
education majors must take and pass the C-Base test (score of 235
on each section) before they will be awarded their diploma (AAT
graduates). Students write an essay, take English, math, science,
and social studies tests. The C-Base annual report and results are
listed. A comparison table for the state of Missouri and other twoyear institutions is included. Skill scores are charted as high(H),
medium(M), and low(L). Skill scores show the number of students
testing into each area.
o Indirect
 Graduation rate
 AA Transfer follow-up survey- will validate, through student opinion,
the graduates’ general education knowledge was improved through
their learning experience while attending NCMC. This survey is
completed on the even years for all AA and AAT transfer students.
GRADUATE
FOLLOW-UP QUESTIONAIRRE for AA-AAT Transfer.doc
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Content Knowledge and Discipline-Specific Knowledge & Skills
o Direct
 Access Report from the course assessments in “discipline-specific
course cluster” (i.e. Elementary Accounting 1 and 2, Cost
Accounting, Payroll Accounting, Computer Accounting, etc.)
o How many graduates per program?
o How many of the graduates transferred?
o How successful?
o Indirect
 Communication between NCMC faculty/staff and faculty at the
receiving institution
Soft Skills (non-cognitive skills)
o Indirect
 Employer Follow-up-following the Graduate Follow-Up Report for
CTE graduates (formerly called the 180-day report), employers are
surveyed. The survey questions relate to academic and skill
abilities needed in the workplace, student success, and soft skills
 Note: May be considered as a future focus for the assessment
team
TESTING REFERENCE TABLE Assessment tools associated with degrees and
certificates
Testing Reference
Table
COURSE ASSESSMENT PROCESS Course assessment is the mechanism for
providing instructors with data to guide and motivate students to be actively involved in
their own learning, assessing that learning, and improving teaching methods.
For faculty to actively guide what students learn and how well they learn it, course
competencies are determined, articulated, and written down. Determining competencies
is first and most important in course development. Once competencies are stated,
curriculum, instruction, and assessment can be connected to them. Insuring that
assessment techniques can measure stated competencies is vital. Valuable
assessment of intricate student learning depends upon collecting various measures of
learning from a multitude of sources (Baker & Holm, 2004). Therefore, appropriate
assessment tools must also be chosen. A variety of these assessments can be
incorporated into any type of class; this will improve both teaching and learning
(Sanders, 2001).
Decisions are still made about the curriculum, instructional methods, and assessment
techniques employed based on established course competencies. In terms of
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curriculum, decisions are made about which topics to cover and how they connect with
previous and forthcoming topics. Instructional methods are chosen to deliver the
curriculum, whether through various techniques such as lectures, group activities,
readings, and homework assignments. Similarly, various assessment techniques are
used.
The three primary components of any course are the curriculum, the instructional
methods used to deliver the curriculum, and the assessment techniques with which
success in attaining course competencies is evaluated. These three components are
linked and bound together by the competencies set for the course. Course Assessment
is feedback for both students and instructors.
Classroom Assessment Process: The Feedback Loop
Plan
Adapt
Teach
Respond
Assess
Analyze
For the instructor, assessment can help answer the following questions:
 To what extent are students achieving the stated course competencies? Do
minimum standards need realigning?
 Is course sequencing effective in promoting student learning?
 Are the prerequisites and entry levels set at an appropriate level?
 Can topics be introduced in a more effective way to enable student learning?
 What parts of this course are students finding most valuable? (year to year
trends)
 How can this course be changed for next time?
 What grades do the students receive?
For students, classroom assessment answers a different set of questions:
 Does the student know what is most important?
 Does the student know when they are mastering the course content?
 How can the student improve study techniques for this course?
 Does the student know what grade is being earned?
Answering these questions and others can inform and improve the quality of student
learning in the course.
Introduction to Course Assessment
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Introduction to
Course Assessment.docx
Course Assessment Form to be completed by the faculty member prior to input in the
access database
Course Assessment Checklist to be used during the follow-up meeting between faculty
member and assessment consultant
Course Assessment
Check-revised_04-16-09.docx
STUDENT OPINION QUESTIONNAIRES These questionnaires will be administered in
two courses per semester during the entire period of pre-tenure review and in
designated after earning tenure. The first semester of employment, the courses in which
questionnaires will be distributed will be chosen by the Division Chairs and appropriate
Dean. The questionnaires will be completed online using Course Eval. The
Dean/Division Chair and the pre-tenured faculty member will meet to discuss concerns
identified.
student opinion
student opinion
questionnaire 12 07.doc
questionnaire online 12 07.doc
ACADEMIC AND NON-ACADEMIC PROGRAM REVIEW The process of assessment,
program/degree reviews, non-academic program reviews, and the consideration of
available resources should drive the strategic planning for learning to be optimized.
Review of all programs and degrees effects positive change; this proactive thinking is
critical to the improvement of quality. The Academic and Non-Academic Program
Review has been designed as a component of this process, which encompasses the
elements needed to provide the information necessary to promote learning and strategic
planning.
Program/Degree Review Schedule
Program Evaluation
Rotation Schedule f09.docx
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This link may be found on the intranet in the Vice President of Instruction and Student
Services section under Program Review Materials. Every program is reviewed on a
five- year rotating schedule.
Academic Program Review
Academic
Program-Degree Review
Non-Academic Program Review
Non-Academic_Progr
am_Review
GENERAL EDUCATION or Accountability for Achievement of Educational Goals. The
eight statewide general education goals constitute the foundation for general education
design and implementation. The 42-credit hour general education matrix provides basic
information about how institutions fulfill their obligation to meet statewide expectations
for accountability. Documentation should include relevant information about how
assessments are administered, how student performance is measured (the criteria or
rubrics used), how results are used for curriculum improvement, and how the
assessment processes are reviewed and validated. Selected results are reported to the
CBHE through the Performance Indicator Report, Mission Review, Program Review
processes, North Central Association Higher Learning Commission expectations, the
national report card, and other sources.
There is no single instrument or method for universal measurement of general
education student outcomes. Methods for measurement may include:
o
o
o
o
o
Documentation of students attaining or surpassing defined competencies
Pre/post testing demonstrating gains in student learning
Improvement trends over time
Comparative data against appropriate peers
Combinations of the above
GenEd Assessment
Comm Plan (2).docx
Math GenEd Assess
Plan Mar 09.docx
Other plans will be inserted following the fall revision process
Also needed, integrated cross discipline approach of 3 GenEd goals
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SCHEDULED ASSESSMENT MEASURES To assure that assessment is ongoing,
NCMC maintains the following schedule which includes the assessment tool, position
responsible, and a link to the longitudinal report.
Assessment_Annual_
Student_Learning_Assessment_Reports_7-09[1].doc
The assessment Plan and Guidebook is reviewed annually by the assessment team for
updates and revisions.
REPORTED CHANGES/IMPACTS OF ASSESSMENT
strategic_plan_nov_
2006[1].ppt
Changes from
faculty.xlsx
Changes from
Changes from
administration.xlsx student services.xlsx
RESOURCES
MDHE LINKS RELATED TO ASSESSMENT
Missouri Assessment Consortium--Guiding Principles on Assessment
http://www.dhe.mo.gov/macprinciples.shtml
Curriculum Alignment Initiative
http://www.dhe.mo.gov/casinitiative.shtml
Imperative for Change-MDHE objective 1.C
http://www.dhe.mo.gov/files/CoordinatedPlan.pdf
Learning Assessment in Missouri Postsecondary Education (LAMP)
http://www.dhe.mo.gov/lamp.shtml
ADDITIONAL RESOURCES
Culture of Evidence,
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3c/f6/5c.pdf
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ASSESSMENT ACTIVITIES UNDER THE WORKFORCE INVESTMENT ACT
INITIAL ASSESSMENT A preliminary evaluation of the applicants’ skill levels,
aptitudes, abilities and supportive service needs.
COMPREHENSIVE ASSESSMENT Specialized evaluation of the skill levels and
service needs of customers, which may include diagnostic testing, use of other
assessment tools, in-depth interviewing, and evaluation to identify employment barriers
and appropriate employment goals.
FULL DEVELOPMENT OF AN INDIVIDUAL EMPLOYMENT PLAN Creation of a
documented strategy, which uses information gathered through self-assessment, initial
assessment and comprehensive assessment to identify the employment goals,
appropriate achievement objectives, and appropriate combination of services for the
customers to achieve employment goals.
OBJECTIVE ASSESSMENT (typically reserved for job-seeking customers with limited
employment/ educational history) an examination of the capabilities, needs, and
vocational potential of a participant. Objective Assessment is used to develop a service
strategy and education and employment goals. Such assessment is to be clientcentered and diagnostic, an evaluation of a participant’s educational and employment
barriers taking into account the participant’s family situation, work history, education,
occupational skills, interests, aptitudes, attitudes toward work, motivation, behavior
patterns affecting employment potential, financial resources and needs, supportive
service needs, and personal employment information as it relates to the local labor
market.
Works Cited
Dwyer, Carol A. et al. “A Culture of Evidence.” Education Testing Service. 9 March
2009. <http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/
0000019b/80/3c/f6/5c.pdf>
MDHE. 2009. Missouri Department of Higher Education. 16 July 2009.
<http://www.dhe.mo.gov/academicindex.shtml>
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