APPLE Manual
P
Intended for Instructional Department Chair and Faculty Use
APPLE
Instructional Departments Purpose
Instructional Departments provide tools to BETTER THE LIVES of CTC
students through educational instruction. Educational instruction at CTC
prepares our students to be 1) capable, knowledgeable, and reliable with their
career options, 2) to receive the foundations to be better prepared for
transfer to a university, and 3) to become better members of our society and
economy.
Institutional Effectiveness Purpose
The purpose of Institutional Effectiveness is to ensure that the college is
continuously improving in all areas for the goal of creating the best
institutional that we could possibly be.
Learning Outcomes Assessment Purpose
Learning Outcomes Assessment’s Purpose is to create the most efficient and
effective platform for discussion to ensure learning excellence and continuous
improvements to the students’ learning experience.
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TABLE OF CONTENTS
PROGRAM ENHANCEMENT PLAN
PROGRAM ENHANCEMENT PLAN MANUAL
PROGRAM OVERVIEW
PROGRAM ASSESSMENT
PROGRAM ENHANCEMENT STEPS FOR DEPARTMENT CHAIRS & FACULTY
CONDENSED PROGRAM ENHANCEMENT PLAN
4
5
9
12
15
RESOURCES
SHORT LIST/LONG LIST – SYSTEMATIC ASSESSMENT PRACTICE
18
PROGRAM STUDENT LEARNING OUTCOMES ALIGNMENT FORM
20
PROGRAM ENHANCEMENT CHECKLIST
21
ASSESSMENT GUIDELINES FORM
23
TASKSTREAM TRAINING GUIDES
27
TASKSTREAM INTRODUCTION/REFRESHER
27
TASKSTREAM GUIDE FOR PROGRAM OVERVIEW– ALIGN PROGRAM & CORE OUTCOMES 28
TASKSTREAM GUIDE FOR PROGRAM ASSESSMENT– ASSESSMENT PLAN
35
PROGRAM REVIEW 3 YEAR CYCLE
45
LOA DEFINITIONS
46
VERBIAGE EQUIVALENCIES
49
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Program Enhancement Plan
Manual
Program Overview & Assessment
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Program Overview
1. Program Description (Static)
The Program Description is a statement which includes:
1. Your program description
2. Visual image (Optional)
3. Program vision (Optional)

Examples of information for your program description can be found on your
brochures, your previous Taskstream Program Review workspace, and your
CTC webpage.

Visual images should be representative of your program.
o Example: Aviation has included an image of a plane near a hanger with
other smaller clips attached.

Your program vision describes where you would like to see your program in
the future; your hopes and aspirations for your program.
2. Program Details & Program Enhancement Resources (Semi-Static)
Program Details & Program Enhancement Resources includes any details concerning
resources, equipment, faculty, faculty training, marketing materials, advisory
committees, etc. that are instrumental to your program and Program Enhancement
Plan. The Program Details provide valuable information to those assisting with
assessing and program enhancement strategies. Program Enhancement Resources
will assist your program with measuring your Program Learning Outcomes and Core
Outcomes. Below are some items that would be placed in this area.
A. Curriculum/Outcomes Maps
i. Program Outcomes Map (aka Curriculum Map)
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ii. Program Course & Degree/Certificate Map (Optional)
B. Rubrics
i. Department/Faculty created rubrics
ii. Modified versions of the VALUE rubrics
iii. AAC&U VALUE Rubrics
C. Student Learning Outcome Alignment (SLOA) Forms
i. Define target/ideal criteria. What is the current satisfactory
level for the outcome/objective? Ex: 85% proficiency
ii. Which courses, instructors, and staff will be involved in this
process?
iii. General Learning Activities - Assignment Type
a) Capstone assignments
b) Comprehensive projects
c) Try to use current assignments and make necessary
modifications
d) Interactive assignments/game-like
e) Pre-assessment and Post-assessment
f) Student Program Learning Portfolio
g) Subject Area Exams
D. Completed Core Curriculum Course Management Spreadsheet to ensure a
sufficient amount of Core Curriculum Assessments are being completed in
your program for the semester. This should be completed ahead of time.
i. Core Curriculum courses have to assess at least 2 core objectives,
which are Critical Thinking Skills & Communication Skills. On top
of that requirement, there is at least 1 other core objective
required. The core objectives are:
1. Critical Thinking Skills
2. Communication Skills
3. Empirical & Quantitative Skills
4. Teamwork
5. Social Responsibility
6. Personal Responsibility
E. Indirect Evidence/Data
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i. Completion rates for programs (IR will assist with this)
1. Graduation & Retention
ii. Advisory Board minutes and agendas
iii. Alumni employment data
iv. Student surveys
1. Satisfaction/Opinion regarding assessments surveys
v. Job placement rates
vi. Exam pass rate or average score
vii. Employer satisfaction surveys and comments
viii. Community and professional feedback
F. Log of program/course improvements
G. What tools and software programs are you using to measure and evaluate
students, assist with teaching, and manage students?
H. Department/Program Faculty, Staff and Adjunct List
I. Advisory Committee details
J. Demographics of students in your program
K. Current resources (such as departmental equipment software, staffing,
etc.) & those resources that you are hopeful to have in the future
L. Facilities descriptions/location(s)
M. CTC campuses that offer your programs
i. Indicate if you have a relationship and communicate your program
standards and improvements with these campuses
Recommendation: Please utilize your faculty. The resource and knowledge base
among faculty is outstanding. It is not recommended that the entire Program
Enhancement Plan be completed by one individual. The Program Enhancement Plan
should be completed as a collaboration of faculty and stakeholders (Advisory
Committees as an example).
Recommendation: Even if core assessments are not currently being done in your
Department, you must still assess core outcomes, at minimum use Critical Thinking
Skills and Communication Skills. It is ideal that Non-Core Programs assess at
least 3 core objectives. This ensures that our students are receiving a stronger
foundation in their learning process.
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Tips concerning outcomes:

You can refer to your AIP’s (Assessment of Instructional Programs), if
available

Use at least 1 learning outcome from the ACGM or WECM

Ideas of program learning outcomes can be taken from course learning
outcomes in course syllabi

Ensure bundling a number of outcomes within 1 outcome is not occurring.
This is most often the case when commas, semi-colons, and conjunctions are
used.

Focus on capstone assessments, if available
3. Align Program & Core Outcomes (Semi-Static)
This section allows for program and core outcomes to be aligned/mapped. What
are the learning outcomes for your program? Choose between 3 program learning
outcomes to measure for this cycle. Align/map these program learning outcomes to
core objectives. Refer to your Student Learning Outcome Alignment (SLOA)
Forms.
Taskstream Instructions: Refer to Taskstream Directions for Program Overview Align Program & Core Outcomes (Included in this Manual)
4. Curriculum Map (Static)
This area is primarily for set-up in Taskstream. You can use this space to create
your Curriculum Map or transfer a current Curriculum Map file to this area for
interface capabilities.
Taskstream Instructions: Taskstream Directions for Program Overview Curriculum Maps (Not Included in this Manual)
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Program Assessment
5. Assessment Plan (Semi-Static)
This area is primarily for set-up in Taskstream. This space is used to set up
program outcomes in Taskstream to allow for data and artifact submissions in the
Assessment Data & Conclusions requirement.
Taskstream Instructions: Taskstream Directions for Program Assessment –
Assessment Plan (Included in this Manual)
6. Assessment Data & Conclusions (Changes)
Provide the measurements and data summary outlined in the Program Enhancement
Process. What assumptions, conclusions, and ideas for improvement can be drawn
from the assessment data? Discuss, analyze, and document the results of the
Enhancement Strategies that have been implemented.
Assessment Data
Include all relevant resources:
1. Direct Evidence/Data
o Each Assessed Package should include:
1. The student artifacts for all the students in the course
for this particular assessment
2. An assessment for each student in the course, using
rubrics
3. Total assessment for the entire course using the
Assessment Guidelines Form
Conclusions
1. Assumptions of initial Assessment Data
2. Ideas for Enhancement Strategies
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Recommendation: Allow for discussions among your department’s/program’s faculty
physically and/or electronically.
7. Enhancement Strategies (Use of Results) (Changes)
Which ideas for improvement from Assumptions & Conclusions will be implemented?
Outline the approach that will be used to implement the ideas for improvement to
your Program/Course.
1. Improvements to implement
2. Improvement approach
a. List the courses this improvement will be applied to
b. Outline the details for the improvement approach
8. Reexamined Improvements & Impacts (Changes)
What are the noticeable improvements in your program/program outcomes/core
outcomes?
1. Consider improvements that are related to implemented Enhancement
Strategies
2. Consider improvements that were not planned, but naturally occurred
because of other actions. What is your assumption for the cause of the
improvements?
9. Assessment Committees’ Reviews (Changes)
The Program Enhancement Committee will review your Program Enhancement Plan.
Committee assessment information and results will be placed in this area by the
LOA Coordinator for Departments to examine.
1. Assessment data results
2. How many assessments need to be reviewed?
3. How many assessments have been reviewed?
4. Total assessments
5. Completed Assessment Committee reviews will be placed here
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8. Previous Semester Assignments (Changes)
This area allows for submissions of previous semester assignments, or student
artifacts. Please include assignments that include application of program outcomes
going back as far as your program cycle began. Please include assignments that
include application of core outcomes for courses that were in the core after the
start of Fall 2014; which is when the New Core Curriculum was implemented.
These assignments do not have to be assessed at the moment. The Assessment
Committees will assist with random assessment of these student artifacts.
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Program Enhancement Start-Up Steps
For Department Chairs & Faculty
Utilize Taskstream to locate your resources for updates.
Complete the Program Enhancement Checklist while going through these steps.
Step 1 – Choose your Program Outcomes
1. Ensure that a Long Program Outcomes List or a Curriculum Map is created and up to
date. If one is not available, one must be created. Your Long Program Outcomes
List is the list of all of the Program’s essential Student Learning Outcomes.
2. Choose 3 program outcomes from the Long Program Outcomes List/Curriculum Map
and add those to the Short List. You will use a Program Student Learning Outcomes
Alignment Form as your Short List. For clarification of the Long List/Short List
tool, refer to the resource for the Short List/Long List – Systematic Assessment
Practice
3. Save any updated Curriculum Maps and Student Learning Outcomes Alignment
(SLOA) Forms in Taskstream under Program Enhancement Plan/Program
Overview/Program Details & Resources.
Step 2 – Organize Outcomes Maps
1. Decide in which courses the program outcomes will be assessed. Also decide which
faculty members in these courses will assess outcomes. If your department has
courses in the core and in the General Studies degree program, choose as many of
those as possible. Refer to the Core Curriculum Course Management Spreadsheet
for a list of those courses.
a.
(If an outcomes map is not created, one must be created first)
2. Refer to your department’s Outcomes Maps, or Curriculum Maps, and make
revisions. Examples of other Departmental Outcomes Maps can be found in
Taskstream Resources.
Step 3 – Complete the Core Curriculum Course Management
Spreadsheet
1. This step is only for departments that have courses in the Core Curriculum. If your
department does not have a course in the Core Curriculum, you can skip this step.
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Indicate which courses will be assessed for the semester, by completing the Core
Curriculum Course Management Spreadsheet.
2. Find and open the General Core Curriculum Course Management Spreadsheet in
Taskstream. Also refer to your Outcomes Maps.
3. Find the worksheet for your department. Ensuring that you enter the semester
and term.
4. For each course that will be assessed this semester, highlight in blue.
5. Save the Core Curriculum Course Management Spreadsheet in Taskstream
Resources. Be sure to change the title of the spreadsheet by adding the semester
at the end of the file name.
a. Ex: Core Curriculum Course Management Spreadsheet Spr16
Step 4 – Complete the Program Student Learning Outcomes
Alignment Forms.
1. Assign core outcomes to the program outcomes. If you have Core Curriculum
courses, your Core Student Learning Outcomes Alignment (SLOA) Forms are
located in Taskstream. The Core Student Learning Outcomes Alignment (SLOA)
Form will assist with your Program Student Learning Outcomes Alignment (SLOA)
Form.
2. Complete all other areas of the Program Student Learning Outcomes Alignment
Forms.
3. If a different plan will be used for the same program outcome, include subsequent
versions of the same plan using letters. Ex: Communication A, Communication B,
Communication C, etc.
4. Save the Program Student Learning Outcomes Alignment (PSLOA) Form in
Taskstream Resources.
Step 5 – During and at the end of each semester start compiling
the Assessment Package for LOA submission.
1. Instruct and measure outcomes.
2. Use the Student Learning Outcome Alignment (SLOA) Forms, the Assessment
Guidelines Form, and rubrics when assessing students.
A. Each Assessment Package should include:
1. The student artifacts for all the students in the course for this
particular assessment
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2. An assessment for each student in the course, using rubrics
3. Total assessment for the entire course using the Assessment
Guidelines Form
3. Save the Assessment Package in Taskstream - Assessment Data & Conclusions or
Previous Semester Assignments, when applicable.
Note: Include Student ID #’s as an identifier.
Step 6 – Gather Past Assignments for Submission
1. Gather student assignments and submit assignments in Taskstream. Refer to the
Program Review 3 Year Cycle for the start year that you will need to gather
assignments/student artifacts from. If you have assignments/student artifacts
for a year prior to your start year, please advise the LOA Coordinator. This
information may be of great benefit to the institution.
Step 7 – Go through the Program Enhancement Checklist
1. Go through the Program Enhancement Checklist to ensure all essential assessment
steps and forms have been completed. Save your updated Program Enhancement
Checklist in Taskstream Resources.
Step 8 – Attend Trainings
1. Attend trainings to expand on LOA knowledge.
a. Trainings can be requested and initiated by your department for certain
topics of interest.
Step 9 – Discuss Findings
1. We will get together, discuss findings, and will generate Enhancement
Strategies/Improvement Ideas. LOA will provide organized data and assessment
information.
Step 10 – Continuously Assess & Submit Data
1. Instruct and measure outcomes each semester.
2. Send Assessed Package to LOA through Taskstream at the end of the semester.
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Condensed Program Enhancement Plan
Program Overview
1. Program Description (Static)
The Program Description is a statement which includes:
1. Your program description
2. Visual image (Optional)
3. Program vision (Optional)
2. Program Details & Program Enhancement Resources (Static)
Program Details & Program Enhancement Resources includes any details concerning
resources, equipment, faculty, faculty training, marketing materials, advisory
committees, etc. that are instrumental to your program and Program Enhancement
Plan. The Program Details provide valuable information to those assisting with
assessing and program enhancement strategies. Program Enhancement Resources
will assist your program with measuring your Program Learning Outcomes and Core
Outcomes.
3. Align Program & Core Outcomes (Semi-Static)
This section allows for program and core outcomes to be aligned/mapped. What
are the learning outcomes for your program? Choose between 3 program learning
outcomes to measure for this cycle. Align/map these program learning outcomes to
core objectives. Refer to your Student Learning Outcome Alignment (SLOA)
Forms.
Taskstream Instructions: Refer to Taskstream Directions for Program Overview Align Program & Core Outcomes (Included in this Manual)
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4. Curriculum Map
This area is primarily for set-up in Taskstream. You can use this space to create
your Curriculum Map or transfer a current Curriculum Map file to this area for
interface capabilities.
Taskstream Instructions: Taskstream Directions for Program Overview Curriculum Maps (Not Included in this Manual)
Program Assessment
5. Assessment Plan (Semi-Static)
This area is primarily for set-up in Taskstream. This space is used to set up
program outcomes in Taskstream to allow for data and artifact submissions in the
Assessment Data & Conclusions requirement.
Taskstream Instructions: Taskstream Directions for Program Assessment –
Assessment Plan (Included in this Manual)
6. Assessment Data & Conclusions (Changes)
Provide the measurements and data summary outlined in the Program Enhancement
Process. What assumptions, conclusions, and ideas for improvement can be drawn
from the assessment data? Discuss, analyze, and document the results of the
Enhancement Strategies that have been implemented.
7. Enhancement Strategies (Use of Results) (Changes)
Which ideas for improvement from Assumptions & Conclusions will be implemented?
Outline the approach that will be used to implement the ideas for improvement to
your Program/Course.
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8. Reexamined Improvements & Impacts (Changes)
What are the noticeable improvements in your program/program outcomes/core
outcomes?
9. Assessment Committees’ Reviews (Changes)
The Program Enhancement Committee will review your Program Enhancement Plan.
Committee assessment information and results will be placed in this area by the
LOA Coordinator for Departments to examine.
8. Previous Semester Assignments (Changes)
This area allows for submissions of previous semester assignments, or student
artifacts. Please include assignments that include application of program outcomes
going back as far as your program cycle began. Please include assignments that
include application of core outcomes for courses that were in the core after the
start of Fall 2014; which is when the New Core Curriculum was implemented.
These assignments do not have to be assessed at the moment. The Assessment
Committees will assist with random assessment of these student artifacts.
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Short List / Long List
Systematic Assessment Process
Concept & Instructions
Short List
(Student Learning Outcomes
Alignment Form)
3 Program Outcomes
Long List
(Curriculum Map)
All Program Statements of
Intended Outcomes
1.
2.
3.
4.
5.
____
____
____
____
____
6.
7.
8.
9.
10.
____
____
____
____
____ …
1. _____________
2. _____________
3. _____________
The continued alternation between the 2 lists demonstrates the dynamic nature of the
systematic process for ultimately assessing all educational program outcomes for a
program1
Process
1. Long List Creation
a. Refer to your Curriculum Map, if available.
b. For revision/creation of Long List: Invite all faculty (all adjuncts and
online instructors as well) to provide up to 3 intended education
(student learning) outcomes which graduates of the program should
achieve.
2. Short List Creation
a. The Dept. Chair will chose and identify the 3 Program Outcomes that
will be on the Short List for assessment for the next 3 years.
Nichols, J., & Nichols, K. (2005). A road map for improvement of student learning and
support services through assessment (pp. 76-79). New York: Agathon Press.
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3. When there is clear evidence that those completing the program are able to
achieve an outcome, the outcome can be returned to the long list. This can
be done before the 3 year review time period.
Tips
1. Open discussion and revision of Short List outcomes are encouraged. Ensure
clear understanding among all program faculty members.
2. 1 Program Outcome = 1 Program Expectation. Assessments should be
singular in nature & not bundled (limit comma, semi-colon, & conjunctions).
3. Consider outcomes from other institutions or those available from test
makers through standardized tests, but remember to maintain control over
your own program curriculum.2 Outcomes that come from outside of CTC
may provide for readily available means of assessment, however this may not
measure the outcomes that the CTC faculty find important and useful.
Nichols, J., & Nichols, K. (2005). A road map for improvement of student learning and support
services through assessment. (pp. 82) New York: Agathon Press.
2
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PROGRAM - STUDENT LEARNING OUTCOMES ALIGNMENT (SLOA) FORM
Program:_____________________ Semester Term: ____________________
Program Outcomes
Short List
Faculty & Courses
Involved with this outcome
Core Outcomes
If the Course is in the Core
Curriculum, include all core
objectives required
General Learning
Activities
Assignment Type
Assessment
Must include assessment
method of analysis &
ideal/target criteria
Critical Thinking Skills
Communication Skills
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Program Enhancement Checklist
Steps
(#’s correspond to Program
Enhancement Start-Up Steps)
1.1 Complete a Long Program
Outcomes List using a
Curriculum Map.
1.2 Choose 3 program outcomes to
add to the Short List.
2.1 Decide in which courses the
program outcomes will be
assessed.
3. Complete the Core Curriculum
Course Management
Spreadsheet if you have
courses in the Core
Curriculum.
4.1 Assign core outcomes to the
program outcomes.
4.2 Complete the Program
Student Learning Outcomes
Alignment Forms.
Guide for Program Enhancement Steps
Option
Choice
Completed
Not Completed
N/A
Option 1 – Course-Outcomes Map (Ex: HVAC)
Option 2 – Program-Course-Outcomes Map (Ex:
Computer Science)
Option 3 – Program-Outcomes-Course Map (Ex: Radio
& TV Broadcasting)
Place outcomes on the Program - Student Learning
Outcomes Alignment (SLOA) Form under “Program
Outcomes” (Refer to the Long List / Short List Systematic Assessment Process)
Place the chosen courses and faculty on the Program Student Learning Outcomes Alignment (SLOA) Form
under “Faculty & Courses.” (Refer to the Core
Curriculum Course Management Spreadsheet if you
have Core Curriculum courses)
The Core Curriculum Course Management Spreadsheet
can be found in Taskstream’s Resources area.
Place the chosen core outcomes on the Program Student Learning Outcomes Alignment (SLOA) Form
under “Core Outcomes.” (Refer to the Core Curriculum
Course Management Spreadsheet and Core SLOA Form
if you have Core Curriculum courses)
Complete the remaining areas of the Program Student
Learning Outcomes Alignment Forms.
-
-
-
-
-
-
-
-
-
-
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5.1 Start compiling an
Assessment Package for LOA
submission
Use rubrics, Assessment Guideline Form, &
Student Learning Outcome Alignment Forms
6.1 Gather student
assignments and submit
assignments in Taskstream
7. Save updated Program
Save in the Program Enhancement Plan – Previous
Semester Assignments.
Enhancement Checklist in
Taskstream Resources.
Save in Taskstream in the Program Enhancement Plan Program Details & Program Enhancement Resource
area.
All items
are
required
Continuous –
Every
Semester
Continuous –
Every
Semester
-
-
-
-
-
Additional Steps
Steps
I. If you have courses in the Core Curriculum, ensure
that you have a completed Core Student Learning
Outcomes Alignment Form for each course
II. If you have courses in the Core Curriculum, ensure
that you have received the stamp of approval for
all Core Student Learning Outcomes Alignment
Forms.
III. Complete the Program Details & Program
Enhancement Resources section of the Program
Enhancement Plan – Program Overview by including
all relevant details regarding program resources
IV. Indicate if you have an Advisory Board
V. Submit your Department Faculty Profile
VI. Create Program/Course Specific Rubrics
VII. Create or adopt Core Rubrics
VIII. Create a capstone course or project
IX. Receive an LOA approval stamp on all submissions
X. Decide if Dept. programs will be separated & when
Guide
Option
Choice
Completed
Not Completed
N/A
-
-
-
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Assessment Guidelines Form
All items that should be included in program Assessed Packages:
Student Learning Outcome Alignment Form
Student Artifacts
Individual Assessments with rubrics
Assessment Guideline Form
1. Department or Program: __________________________________
2. Course Prefix/Number/Title: ______________________________
3. Point of Contact/Author(s) of the Assessment:
_____________________________________________________
_____________________________________________________
4. Dept. Chair: ___________________________________________
5. Coordinating Student Learning Outcomes Alignment Form(s):
_____________________________________________________
_____________________________________________________
_____________________________________________________
6.
Which degree(s)/program(s) is this course in?
____________________________________________________
____________________________________________________
____________________________________________________
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7. Measure Method (Ex: Student Artifacts or Exams):
_____________________________________________________
8. Are rubrics included?
Yes ☐
No ☐
Some, but not all ☐
9. How many rubrics were used? ______________________________
10. Are assignment details/instructions included? Yes ☐
11.
Is this course in the Core Curriculum?
Yes ☐
No ☐
No ☐
12. If this course is in the Core Curriculum, according to the Core
Student Learning Outcome Alignment Form what Core Objectives are
required by the THECB for this course?
☐Critical Thinking Skills ☐Communication Skills
☐Teamwork
☐Personal Responsibility
N/A ☐
☐Empirical & Quantitative Skills
☐Social Responsibility
13. According to the Program Student Learning Outcome Alignment Form,
what Core Objectives are required?
☐Critical Thinking Skills ☐Communication Skills
☐Teamwork
☐Personal Responsibility
☐Empirical & Quantitative Skills
☐Social Responsibility
14. Which Core Objectives are actually included in the Assessment
Package?
☐Critical Thinking Skills ☐Communication Skills
☐Teamwork
☐Personal Responsibility
☐Empirical & Quantitative Skills
☐Social Responsibility
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15. Were required Core Objectives included in the Assessment Package
(According to both Core & Program Student Learning Outcome
Alignment Forms)?
Yes ☐
No ☐
____________________________________________________
16. Were required Program Objectives included (Refer to the Program
Student Learning Outcome Alignment Form)?
Yes ☐
No ☐
____________________________________________________
17. Provide Sample Size & Population Size:
Sampled/Assessed Students: ______________________________
All Students in the Course this semester: _____________________
All Students in the Program/Department: _____________________
18. What is the idea/target criteria?
_____________________________________________________
_____________________________________________________
_____________________________________________________
19. Did the average student assessments meet the ideal/target criteria?
_____________________________________________________
_____________________________________________________
20. How many students or percentage of students did not meet the
ideal/target criteria?
_____________________________________________________
_____________________________________________________
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21. Reflections, Notes, and Conclusions based on data:
_____________________________________________________
_____________________________________________________
_____________________________________________________
22. What are the Enhancement Strategies (Ideas for Improvement)?
_____________________________________________________
_____________________________________________________
_____________________________________________________
23. Sufficient Enhancement Strategies?
_____________________________________________________
_____________________________________________________
_____________________________________________________
24. Comments on the Enhancement Strategies:
_____________________________________________________
_____________________________________________________
_____________________________________________________
25. Recommendations:
_____________________________________________________
_____________________________________________________
_____________________________________________________
26. General Notes:
_____________________________________________________
_____________________________________________________
_____________________________________________________
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Taskstream Guides
For The Program Enhancement Plan
Taskstream Introduction/Refresher




The AMS (Accountability Management System) used at CTC is Taskstream.com.
Username: Ctcd email (fully spelled out email)
Password: first initial last name 1 (please do not change)
To work in a workspace or input data and files you must “Check Out” the workspace as
if you were checking out a library book. After you have made your changes, you can
“Check In” the workspace. You are still able to continue accessing that workspace and
information unless there is a lock on the workspace.
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Taskstream Guide For
Program Overview - Align Program & Core Outcomes
This is the area where you set up (map) your program outcomes to the core
outcomes/objectives in Taskstream
Taskstream Terms = CTC Terms
1. Outcome Set = Department Program Outcomes
(Ex: Mathematics Program Outcomes)
1.1
Objective = Program Outcome
1.1.1
Mapping = Core Outcomes
1. Click on “Check Out” in the top right hand corner of the screen.
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2. Click on “Create New Outcome Set”
3. The “Set Name” will be your department or program name. Provide your
program name and the words Program Outcomes.
a. Example: Science Program Outcomes
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4. Click the “Designate Alignment/Mapping Preference” dial. Click “Continue.”
5. Click “Create New Objective”
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6. Enter one of your program outcomes into the “Objective” area. Click
“Continue.”
7. Click on “Add mapping”
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8. For the “Select category of set to map to” select the drop down option
that states “Goal sets distributed to (Your Department’s Name).” Click
“Go.”
9. Click on the “TX-Texas Core Curriculum” dial. Press “Continue.”
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10.
Click the dials next to each Core Objective that is applicable to this
program outcome.
a. Refer to your Student Learning Outcome Alignment Form for the
objectives that match up (map) with the program outcome.
11.
Click “Continue.”
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12.
You should now see your program outcome mapped to core outcomes.
Continue by redoing steps 5-11 for each program outcome on your Program
Student Learning Outcomes Alignment Forms for this semester.
Congratulations on successfully completing the Taskstream Align Program &
Core Outcomes workspace! If you have any questions, contact the
LOA Coordinator at Ex: 1182.
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Taskstream Guide For
Program Assessment – Assessment Plan
This workspace is used to enter data information and data files.
This can only be completed after entering information in “Align Program & Core
Outcomes.”
13.
Go to your Program Enhancement Workspace. Click on “Assessment Plan”
on the left hand side of the screen.
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14.
Click “Check Out” near the top right hand corner of the screen.
15.
Expand “Outcomes and Measures” if it is not already expanded. To do
this, click on the small arrow that’s pointing to “Outcomes and Measures.”
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16.
Click on “Select Outcomes.”
17.
Click “Select Existing Set.”
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18.
Choose your Department, or Program, Program Outcomes. Click the dial
next to your Program Outcomes. Press “Continue.”
a. In this example, we will be working with the Science Program
Outcomes. You will choose your own departments, which should
already have been created in the “Align Program and Core Outcomes”
section. If you have not completed the “Align Program and Core
Outcomes” section, you will need to complete that task first. A
training guide is also available for that section.
19.
Click the dial next to the objective/program outcome that you want to
set up.
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20.
Click “Accept and Return to Plan.”
21.
Copy the Program Outcome by selecting all of the text, right click, and
click copy.
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22.
Click on “Add New Measure” towards the bottom left hand of the
screen.
23.
Click in the “Measure Title” text area and paste the Objective/Program
Outcome by right clicking and then clicking paste.
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24.
Select the “Measure Type/Method,” which is usually going to be Direct –
Student Artifact or Direct – Exam.
25.
Indicate the Ideal/Target Criteria for this program outcome. Refer to
the Student Learning Outcome Form.
a. Ex:
i. 80% proficiency – Program Outcome
ii. 80% proficiency – Critical Thinking Skills
iii. 70% proficiency – Communication Skills
iv. 85% proficiency – Quantitative and Empirical Skills
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26.
Make sure you include the course(s) that will be included in this
assessment.
27.
Click on “Apply Changes.”
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28.
You should now see your program outcome and some details concerning
this program outcome. Repeat the previous steps for each program
outcome.
29.
After entering all program outcomes, click “Check In” in the top right
hand corner.
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30.
You do not need to submit a comment. You can now click on “Return to
Work Area” in the top of the screen if your screen says “Check In
Successful.”
31.
Assessment results will not be uploaded into the Assessment Plan area.
When you have assessment data and assessment packets, upload these
items into Assessment Data & Conclusions.
Congratulations on successfully completing the Taskstream Assessment Plan
workspace! If you have any questions, contact the
LOA Coordinator at Ex: 1182.
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Program Review 3 Year Cycle
The cycle indicates when closing conclusions will be made and Enhancement Strategies
will be implemented
AY: 2011-2012 & 2014-2015 (2015-2016) & 2017-2018

Business Administration

Computer Science

English as a Second Language (ESL)

Mental Health Services

Nursing

Office Technology

Paralegal & Homeland Security programs

Radio & TV Broadcasting
AY: 2012-2013 & 2015-2016 (2015-2016) & 2018-2019

Agriculture programs

Aviation

Computer Aided Drafting & Design

Child Development & Teacher Education

Electronics

Emergency Medical programs

Mathematics

Protective Services
AY: 2013-2014 & 2016-2017 (2015-2016) & 2019-2020

Communications

Developmental Studies

Fine Arts

Hospitality Management programs

Industrial Technologies

Medical Lab program

Science

Social & Behavioral Science

Kinesiology
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LOA Definitions
APPLE – Assessment Programs & Processes for Learning
Excellence is a compilation of programs and processes that
contributes to bettering the student learning process
Assessment Cycle - The systematic collection, review and use
of evidence for the purpose of improving student learning3
Assessed Package - This package is turned into LOA. The
package information should reflect information from the
Program Student Learning Outcomes Alignment Form and the
Assessment Guidelines Form.
a) Each Assessed Package should include:
1. The student artifacts for all the students in the course
2. An assessment for each student in the course, using
rubrics
3. Total assessment for the entire course using the
Assessment Guidelines Form
IE / Institutional Effectiveness – IE is a CTC Department,
which the Learning Outcomes Coordinator is a part of, and IE
is also refers to IE plans, which are departmental goals that
align with SACS COC and CTC Strategic Plan goals.
Direct measure - Students' demonstration of learning4
3
THECB - Texas Core Curriculum Assessment Guidelines. (n.d.). Retrieved July 13, 2015, from
http://www.thecb.state.tx.us/index.cfm?objectid=42E67B6B-002A-90EE-C17A4779C473E964
4
THECB - Texas Core Curriculum Assessment Guidelines. (n.d.). Retrieved July 13, 2015, from
http://www.thecb.state.tx.us/index.cfm?objectid=42E67B6B-002A-90EE-C17A4779C473E964
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Externally informed benchmarks - Targets for student
attainment set by and/or in collaboration with constituencies
outside the institution. Examples include advisory boards, peer
institutions and national norms5
Indirect measure - Students' perceptions of their learning or
other measures not derived directly from student work6
Long Program Outcomes List - The list of all of the Program
Student Learning Outcomes
Program Overview – Details and descriptions of an
instructional program
Student Artifacts - Student pieces of work that demonstrate
the student’s educational abilities and skills such as; exams,
quizzes, projects, internships, and assignments
Student Learning Outcomes Assessment – Statements that
describe significant and essential learning that learners have
achieved, and can reliably demonstrate at the end of a course
or program. In other words, learning outcomes identify what
the learner will know and be able to do by the end of a course
or program.
5
THECB - Texas Core Curriculum Assessment Guidelines. (n.d.). Retrieved July 13, 2015, from
http://www.thecb.state.tx.us/index.cfm?objectid=42E67B6B-002A-90EE-C17A4779C473E964
6
THECB - Texas Core Curriculum Assessment Guidelines. (n.d.). Retrieved July 13, 2015, from
http://www.thecb.state.tx.us/index.cfm?objectid=42E67B6B-002A-90EE-C17A4779C473E964
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Verbiage Synonyms
APPLE (Assessment Programs & Processes of Learning
Excellence) – Combination of the prior Program Review and
Assessment Plan; Will also include future initiatives involving
Student Learning Outcomes
Enhancement Strategies - Use of Results; Improvement Ideas
General Education – Core Curriculum or the Associates Degree
titled General Education
Outcomes – Competencies; Objectives
Program Enhancement Plan – Program Review; Program
Overview + Program Assessment
Curriculum Map – Program Outcomes Maps
Taskstream Terms = CTC Terms
1. Outcome Set = Department Program Outcomes
 (Ex: Mathematics Program Outcomes)
1.1.
Objective = Program Outcome
1.1.1.
Mapping = Linking Core Outcomes to Program
Outcomes
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