Assessment Glossary
AACC
AAC&U
AAUP
Academic Master
Plan
Academic Profile®
Academic Support
Unit Plan
Academic Unit
Accountability
Accreditation
Accreditation
Committee
Accreditation
Contact
Accreditation Liaison
ACGM
Achieving the Dream
ACT
Action Strategy
Administrative
Support Unit
American Association of Community Colleges
American Association of Colleges and Universities
American Association of University Professors
The document developed by the Office of the Provost and all units under it to guide the threeyear planning process. The AMP for each unit is updated every year.
A norm-referenced assessment produced by Educational Testing Service designed to assess
general academic knowledge and skills of undergraduate students. Assesses proficiency and
performance in the areas of reading, writing, critical thinking, and mathematics. Formally renamed in 2006 to the Measure of Academic Proficiency and Progress (MAPP) Test. 5
The document developed by the non-instructional units to guide the three-year planning
process. The ASUP for each unit is updated every year.
A unit whose function is instructional, more commonly referred to as a department or
discipline. These units are under the Provost and complete Academic Master Plans (AMPs).
The reporting to stakeholders of assessment measures to demonstrate institutional
effectiveness. Commonly, accountability measures are used in discussions regarding the
government funding of educational institutions. 14
Certification that programs or institutions have appropriate infrastructure, policies, and
services to support their operations and that they are accomplishing their mission. 9
The Accreditation Committee visits a Candidate institution to verify compliance
with the Principle of Integrity, the Core Requirements (except for 2.12 Quality Enhancement
Plan), the Comprehensive Standards (except for 3.3.2 (Quality Enhancement Plan), and the
Federal Requirements contained in The Principles of Accreditation. The Candidate institution
is seeking renewal of candidate status or initial membership. An institution may remain in
Candidacy status for a maximum of four years. 10
The Accreditation Contact is the member of the Applicant institution’s Leadership Team who
works closely with SACSCOC staff during review of the Application for Membership and with
the Chair of the Candidacy Committee to prepare for the institution’s first on-site review. 10
Each Candidate and Member institution appoints an Accreditation Liaison to serve as the
resource person on campus for SACSCOC accreditation questions and as an institutional
contact person for SACSCOC personnel. A complete description of the responsibilities of the
accreditation liaison is available at www.sacscoc.org under Institutional Resources.] 10
Academic Course Guide Manual. The ACGM is produced by the Texas Higher Education
Coordinating Board and lists courses with Texas Common Course Numbers, rules regarding
the Core Curriculum, Field of Study curriculum and other similar information.
Achieving the Dream is a multiyear national initiative to help more community college students
succeed, particularly student groups that traditionally have faced significant barriers to
success, including students of color and low-income students. 1
For information on ACC's role in Achieving the Dream, go to:
http://www.austincc.edu/newsroom/index.php/2009/06/
American College Test. The ACT is a competency test that is administered before college
admission to assess an individual’s skills and knowledge in math, English, science and social
studies. Colleges may require the results of the ACT before granting admission.
A plan implemented to reach a target and/or objective.
Units whose functions are non-instructional and that are not under the Provost. These units
complete Academic Support Unit Plans (ASUPs).
Revised December 2, 2013 – Version 11
Page 1 of 21
Assessment Glossary
Advisory
Committees
Alignment
Alignment Matrix
Alumni
AMP
AMPERC
Analytical Scoring
Annual
Assessment
Summary
ARQIP
Assessment
All ACC workforce education programs are required by the State to have external Advisory
Committees composed of business professionals who help evaluate the programs’
instructional objectives and success in producing students who graduate with the requisite
skills needed in the employment sector. 2
The coordination between learning outcomes, action strategies, program goals, institutional
mission and/or other objectives so that successful achievement of lower-level objectives will
lead to the fulfillment of higher-level ones. 14
A matrix (table) that shows the relationship between two sets of categories, such as the
relationship between program and course learning objectives. 9
Former students who have graduated from the institution.
Academic Master Plan.
Academic Master Plan Effectiveness Review Committee. The AMPERC reviews the AMPs of
academic/instructional units undergoing intensive review that year, providing feedback as
appropriate.
Evaluating student work across multiple dimensions of performance rather than from an
overall impression (see holistic scoring). In analytic scoring, individual scores for each
dimension are scored and reported. Glossary of Useful Terms, SABES Home Page 7
The Annual Assessment Summary is a review of the unit's performance on the objectives that
it planned to achieve for the year. The Annual Assessment Summary documents, through the
unit's assessment activities, the strengths, improvements that were needed and implemented,
and accomplishments, as well as challenges that still face the unit in delivering its’ services.
By documenting these it provides data-based information the unit can use as the basis for the
its’ planning activities for the next year. 4
Administrative Response to Quality Improvement Plan 2
The systematic collection of quantitative or qualitative data to determine the extent to which a
stated objective is achieved. In higher education, assessment is often a measurement of
students’ attainment of learning outcomes, but it also includes the measurement of other unit
performance or instructional level objectives. Implicit in the collection of assessment data in
the assumption that the data will be reviewed and acted upon so as to improve performance.
14
Assessment,
Absolute Attainment
Assessment,
Alternative
Assessment,
Authentic
Assessment is used in multiple ways within higher education:
 For students, assessment typically refers to the assessment of college-level skills in
reading, writing, and mathematics which is used to determine appropriate course
placement.
 For the institution as a whole, institutional assessment is typically reflected in the types of
measurements used to assess institutional quality or compliance with external
regulations. 2
Assessment determines how well students have mastered learning objectives. The emphasis
is on absolute attainment, rather than value-added. Do students exhibit mastery of learning
objectives at acceptable levels? 9
Assessment instruments used as an alternative to traditional essay or multiple-choice tests.
Essentially, any assessment method other than these traditional tools could be considered an
“alternative assessment”. 14
A form of assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills. Of course, implicit in
this definition is the idea that much assessment is not relevant to the real-world (see
Assessment, Standardized) 14
Revised December 2, 2013 – Version 11
Page 2 of 21
Assessment Glossary
Assessment,
Course Level
Assessment,
Criterion-Referenced
Assessment,
Direct
Assessment,
Embedded
Assessment,
Formative
Assessment,
Indirect Measures
Assessment,
Institutional-Level
Assessment
Instrument
Assessment,
Norm-Referenced
Assessment,
Objective
Assessment,
Performance
Assessment Plan
Assessment,
Qualitative
Assessment,
Quantitative
Assessment,
Standardized
Assessment,
Subjective
Assessment,
Summative
The Assessment of Student Learning Outcomes (SLOs) within a course. 2
An assessment whereby individual student performance is compared to a pre-determined or
specific performance standard rather than the performance of other students. 5
Assessments that involve examination of student work or performance, such as embedded
test questions, written papers, oral presentations, student projects, competence interviews,
performances, or portfolios. 9
Assessment conducted as an integrated part of an instructional activity. 14
Assessment designed to give feedback to improve what is being assessed.
9
A type of assessment method that provides signs of probable student learning, but does not
provide specific evidence of knowledge gained. Examples of indirect measures include, but
are not limited to, course grades, course evaluations, and student satisfaction surveys. 5
Assessment of outcomes, goals, or other parameters across the college. Institutional level
assessments may aggregate data across disciplines, such as graduation rates, or focus on
problems that are not tied to a particular program or unit, such as parking. 14
The tool, such as a test, survey or essay, which is used to gather assessment data. 14
An assessment that measures achievement by ranking student performance with respect to
achievement of other students. 5
An assessment in which there is only one correct response. An answer key could be used by
any individual, even one with no content knowledge, to evaluate the responses to an objective
assessment. 14
An assessment that involves a demonstration of skills. Examples might include musical
recitals, oral presentations, clinicals, essay writing, and so forth.14
See Assessment, Alternative
The structured documentation of the activities the unit will perform to measure its
effectiveness and identify where it needs to make improvements. It increases insight into
curriculum, processes, and operations by requiring the unit to identify the objectives it plans to
achieve and define performance measures to determine whether the objectives were
achieved. 4
Comprised of collected data that is not easily quantified mathematically, but rather is
subjective in nature and relies on interpretive criteria. (Leskes) 8
Comprised of collected data that can be analyzed using objective, mathematical methods.
(Leskes) 8
Assessment using an instrument, such as a multiple-choice test, that is applied across many
units, programs or institutions. Standardized assessment allows for comparison of numbers
between otherwise widely different entities, but often fails to yield meaningful data that can be
acted upon to improve student learning. 14
An assessment that requires professional expertise to evaluate. Rubrics are of particular
value in subjective assessments. 14 See Assessment, Objective
The gathering of information at the conclusion of a course or program to improve learning or
to meet accountability demands. The results are applied to the next cohort in the course or
program. (Leskes) 8
Revised December 2, 2013 – Version 11
Page 3 of 21
Assessment Glossary
Assessment,
Traditional
Assessment,
Unit-Level
ASUP
Auditing
Benchmarking
Bloom’s Taxonomy
Bologna Project
Calibration Norming
Traditional assessments are multiple-choice tests, essay tests and oral examinations. They
are usually designed only to collect assessment information, not give students a learning
opportunity. Students typically complete traditional assessments in controlled, timed
examination settings. 17
Assessment conducted to evaluate the functioning of performance of a college unit. Usually,
the term is used in reference to non-institutional departments. 14
Academic Support Unit Plan.
Attending a class solely for educational purposes. An auditing student does not receive credit
for the class and is not usually expected to perform assessment related activities, such as
tests. 14
The collection of data to serve as a standard of reference in comparison to later performance
or to the results of similar assessments in other units. 14
A widely used system for determining the level of cognitive processing. The system was
originally proposed by Benjamin Bloom in 1956 and later modified by others. There are six
levels in the taxonomy, moving through the lowest order processes to the highest:
 Knowledge / Remembering
 Comprehension / Understanding
 Application / Applying
 Analysis / Analyzing
 Synthesis / Evaluating
 Evaluation / Creating 14
The Bologna Project is an international process to coordinate curriculum across 46 countries
in Europe and beyond. The goal is to establish agreed upon educational milestones that
ensure appropriate rigor and promote transferability of credit across national boundaries.14
Evaluators are normed or calibrated so they consistently apply standards in the same way.9
Case Study
A mechanism that may be used to gather student learning data. Represents a written
assignment used to demonstrate systematic inquiry into a specific phenomenon, e.g. person,
event, program, or process. Data are collected via various methods that utilize either/both
qualitative and quantitative approaches. Specific scoring guidelines delineate the criteria,
content, and/or skills evaluated within the assignment. 5
CBM Reports
Coordinating Board Management reports that are mandatorily submitted to the
Texas Higher Education Coordinating Board and are the basis for state
reimbursement. See Texas Higher Education Coordinating Board 2
Challenge Test
An exam taken by a student so as to receive credit for a class by demonstrating mastery of
the course’s curriculum. In contrast to CLEP tests, challenge exams are designed and given
by the ACC faculty in the discipline. 14
The Council on Higher Education Accreditation (CHEA). CHEA is the agency within the
federal Department of Education that certifies regional accreditation bodies, such as SACS. 14
CHEA
CIP
CLEP
Classification of Instructional Programs. The federal level scheme for classifying instructional
courses.2
The College Level Examination Program can be administered to students who desire to obtain
college credit by taking proficiency tests in selected courses. If the student scores high
enough on the test, college credit can be awarded. There is a charge for each test taken.
Information concerning an individual institution's policies toward CLEP Tests can be found in
the institution's catalog. 10a
Revised December 2, 2013 – Version 11
Page 4 of 21
Assessment Glossary
Climate - School
The prevailing opinions, attitudes, and conditions in a school community pertaining to the
improvement of the school educational program. 19
Closing the Gaps
An initiative of the Texas Higher Education Coordinating Board intended to increase the
college-going rate in Texas so that the State can maintain an educated workforce necessary
to support business and industry and to maintain and promote economic development. 2
Closing the Loop
Cluster Group
Closing the Gaps by 2015 has four goals: to close the gaps in student participation, student
success, excellence, and research. http://www.austincc.edu/oiepub/ctg/index.html 1
Faculty discusses assessment results, reach conclusions about their meaning, determine
implications for change, and implement them. 9
A Cluster Group is a collaborative body composed of one or more units that are collectively
responsible for a broad, college-wide functional area. Cluster Group units include
administrative units that provide services which maintain the institution and are essential to its
operations or educational support units that contribute directly to student learning even though
their services are not primarily instructional in nature. 4
The eleven cluster groups at ACC include the following 2 :
Business Services
Campus Operations/Support Services
Evaluation & Professional Development
External Affairs
Facilities & Operations
Human Resources
Instruction/Credit
Instruction/Non-Credit
Institutional Effectiveness
Instructional & Information Technology
Student Services
Co-Board
See Texas Higher Education Coordinating Board 2
Coding Scheme
A description of how to categorize responses in a content analysis. 9
Co-Enrollment
Typically refers to students who are enrolled simultaneously at one or more institutions. For
example, students may be co-enrolled at ACC as well as UT Austin, an area high school or
another local institution.
Coherent evidence of an institution’s level of compliance with SACSCOC standards and
requirements is orderly and logical and consistent with other patterns of evidence presented.
[See Part II of the Handbook for Institutions Seeking Reaffirmation of Accreditation for
information on documenting compliance.] 10
The current name of Datatel, ACC’s integrated management information system.
The Commission on Colleges is the branch of Southern Association of Colleges and Schools
that accredits institutions of higher education.
Coherent Evidence
Colleague
Commission on
Colleges (COC)
Revised December 2, 2013 – Version 11
Page 5 of 21
Assessment Glossary
Community College
Survey of Student
Engagement
(CCSSE)
CCSSE provides a focus on educational activities and practices that research shows are
related to student success: how students spend their time; what they feel they have gained
from their classes; how the college supports their learning; and how they assess the quality of
their interactions with faculty, counselors and peers. 1
http://www.austincc.edu/oiepub/ext_rpts/ccsse/student.html
Compass Test
An instrument to assess basic skills. See also Assessment and Texas Success Initiative. 2
Competencies, Core
The skills and knowledge expected of any college graduate receiving an associate’s degree or
higher. See General Education. 14
Compliance
A finding of compliance in a report resulting from committee review indicates that an
institution has documented that it meets the expectations set forth in a standard or
requirement in The Principles of Accreditation. Reports written by committees require
judgments about the compliance or non-compliance of the institution with all of the standards
and requirements relevant to the review; each judgment is summarized in a short narrative
that details how the institution meets or fails to meet the standard or requirement. [See Parts
III and V of the Handbook for Institutions Seeking Reaffirmation of Accreditation.] 10
The primary document prepared by Candidate institutions for Accreditation Committees (when
seeking Initial Accreditation) and Off-Site Reaffirmation Committees (when member
institutions are seeking Reaffirmation of Accreditation), the Compliance Certification presents
narrative arguments for compliance with Core Requirements, Comprehensive Standards,
and Federal Requirements and appropriate documentation supporting those narratives.
[The template for the Compliance Certification is available at www.sacscoc.org under
Institutional Resources and also under Application Information.] 10
Embedded in the wording of the Core Requirements, Comprehensive Standards, and Federal
Requirements (and frequently signaled by numbers, commas, and the use of compound
modifiers), the compliance components are the multiple discrete issues that must be
addressed for each requirement and standard. 10
The Comprehensive Standards set forth requirements in the following four areas:
(1) institutional mission, governance, and effectiveness;
(2) programs;
(3) resources;
(4) institutional responsibility for Commission policies.
The Comprehensive Standards are more specific to the operations of the institution, represent
good practice in higher education, and establish a level of accomplishment expected of all
member institutions. If an institution is judged to be significantly out of compliance with one or
more of the Comprehensive Standards, its reaffirmation of accreditation may be denied. 10a
More specific to the operations of an institution than the Core Requirements, the
Comprehensive Standards (3.1-3.14 in The Principles of Accreditation) represent good
practice in higher education and establish a level of accomplishment expected of all
institutions seeking Initial Accreditation or Reaffirmation of Accreditation. 10
See Co-Enrollment
Compliance
Certification
Compliance
Components
Comprehensive
Standard
Comprehensive
Standards
Concurrent
Enrollment
Revised December 2, 2013 – Version 11
Page 6 of 21
Assessment Glossary
Contact Hours
The actual number of hours of instruction. Contact hours are the basis of State reimbursement
to the College and represent the number of hours of instruction provided to students in a given
course.
Lecture = 48 and Lecture/Lab = 96 contact hours
Content Knowledge
Content Standard
Continuing
Education
Continuing Student
Coordinator of
Institutional Planning
and Assessment
(CIPA)
Core Requirements
Co-requisite
Example: ENGL 1301 (English 1301- Freshman Composition I) has 3 credit hours of
instruction per week, or a total of 48 contact hours of instruction between faculty and students
during the 16-week semester or session. If ENGL 1301 has 28 students in it, then the College
will report a total of 1, 344 contact hours (48 hours times 28 students) for reimbursement from
the State. 2
Understanding, knowledge, skills, and attitudes related to specific subject content areas.19
What students should know and be able to do. Content standards are broad descriptions of
the knowledge and skills students should acquire in the core academic subject. The
knowledge includes the important and enduring ideas, concepts, issues, and information. The
skills include the ways of thinking; working, communicating, reasoning, and investigating that
characterize each subject area. Content standards may emphasize interdisciplinary themes
as well as concepts in the core academic subjects. 19
Non-credit courses and programs, often in adult workforce or vocational areas. 2
A student registering for classes who was active in the college during one of the two
immediately preceding regular semesters. A student registering for the fall semester is a
continuing student if he or she was active in the college during the previous spring or fall
semester. 10a
A professional staff member within the Office of Institutional Effectiveness and Accountability
(OIEA) who coordinates the College-wide Master Plan (strategic planning) process. The CIPA
initiates the planning process, maintains the planning database, coordinates and tracks cluster
group activities, produces the Master Plan document and assesses previous Master Plan
initiatives/core institutional indicators. In addition, the CIPA works closely with faculty and staff
to coordinate, facilitate, and monitor assessment activities for the institution, which includes
instructional program review, assessment of student learning outcomes, administrative review,
and other college-wide assessment processes. 14
Basic, broad-based, foundational requirements that an institution must meet to be accredited
with the Commission on Colleges. They establish a threshold of development required of an
institution seeking initial or continued accreditation by the Commission and reflect the
Commission’s basic expectations of candidate and member institutions. Compliance with the
Core Requirements is not sufficient to warrant accreditation or reaffirmation of accreditation.
Accredited institutions must also demonstrate compliance with the Comprehensive Standards
and the Federal Requirements of the Principles, and with the policies of the Commission. 10a
A requirement that must be satisfied at the same time a particular course is taken. 11
Revised December 2, 2013 – Version 11
Page 7 of 21
Assessment Glossary
Course
A particular portion of a subject selected for study. A course is identified by a subject title and
a course number, for example, Accounting 1. 11
Course Mapping
A tool for curriculum design that helps instructors align the student learning outcomes (SLOs)
with the assigned activities within a course. 14
Course Numbers
The four-digit number associated with a particular course. (e.g., MATH 1316) 14
Course Redesign
Course Redesign requires the review and revision of entry-level lower division academic
courses . . . "to improve student and learning and reduce the cost of course delivery through
the use of information technology." http://irt.austincc.edu/CourseRedesign/ 1
A phrase descriptive of the course content, for example, the title of Accounting I is
"Introductory Accounting I." 11
Course Title
Credit by
Examination
Course or unit credit granted for demonstrated proficiency through testing. 11
Credit Hours
Courses taken in college are measured in terms of credit hours. To earn one credit hour, a
student must attend a class for one classroom hour (usually 50 minutes) per week for the
whole semester (usually 16 weeks). Classes are offered in 1 - 5 credit hour increments, and
sometimes larger amounts. 11
Credit hours tell students two things:
 The “hours value” of a college credit course – i.e., how many hours are applied to
completion of a certificate or degree plan.
 How much tuition is charged for a course.
Critical Thinking
Example: ENGL 1301 is English 1301 (Freshman Composition I) is 3-credit hours. The credit
hour value of a course is always indicated by the second number of the course number. 2
A course which is part of an articulated Tech-Prep agreement between a public high school
and ACC. After high school graduation, the student continues at ACC and, after successfully
completing a college class, is awarded credit-in-escrow for previous high school course
work. 2
A term encompassing all higher-level cognition. See THECB definition
Crosswalk
See Curriculum Mapping.
Curriculum
The content of a course or program. 14
Curriculum Map
A table that compares key learning goals and course requirements that is used to assess the
breadth of learning goals throughout a program’s curriculum or degree plan. (Suskie)
Curriculum Mapping
The matching of older course numbers with current course numbers.
Credit-In-Escrow
Revised December 2, 2013 – Version 11
Page 8 of 21
Assessment Glossary
Data,
Aggregated
Data,
Disaggregated
Data that summarizes or combines other data for analytical and research purposes and may
be collected and reported by organizations as a sum or total over a given time period, for
example, monthly or quarterly 14
Data broken out by a particular category to identify patterns associated with particular
groupings, such as ethnicity or grade level. 14
Data,
Longitudinal
Data/information about school and students that is collected over multiple years for
comparison purposes. 19
Data Ownership
Possessing control over who has access to a given set of data. 14
DATATEL
ACC’s integrated management information system, now known as Colleague. 2
Degree Plan
An organized sequence of courses that must be successfully completed to receive a particular
degree or certificate. 14
Degree
Requirements
The formal requirements necessary to successfully complete a program of study and receive
a degree or certificate. Degree certificates typically include a certain number of “credit hours”,
a minimum GPA and successful completion of the degree plan. 14
Degrees are rewards for the successful completion of a prescribed program of study. There
are three basic types of degrees:
Associate - obtainable at a two-year community or junior college
Baccalaureate or Bachelor’s - offered by four-year colleges and universities
Graduate - Obtained after the bachelor’s degree, i.e., Masters or Doctorate. 11
An administrative unit. The term is usually, but not exclusively, used in reference to
instructional units. Instructional departments are overseen by a dept. chair, who is supervised
by an instructional dean. Instructional departments may encompass one or more disciplines
and offer one or more programs or, in some cases, only courses. 13
Statements of expected performance at each level of performance for a particular criterion in a
rubric. 6
Degrees
Department
Descriptors
Developmental
Education
Programs designed to provide college-readiness skills in such areas as reading, writing,
mathematics, and study skills. 2
DIR
Directed Studies. DIR students spend time on location at a local facility, such as a
government, health, or social service institution as a major part of their coursework. Classes
may also have some meetings on campus. - see also Distance Learning. 2
An area of study, usually in reference to courses offered by the college. For example, ASTR
1303 and ASTR 1404 are courses within the discipline of Astronomy. Faculty teach courses
in the discipline(s) for which they are credentialed. Several disciplines may be within a single
department, and there may be multiple degrees or programs within a single discipline. In other
cases, coursework may be offered in a discipline, but not a degree.
See program, department. 13
Instruction that is offered outside of a traditional classroom or laboratory setting.
Technologies used in distance learning include: interactive televised instruction (ITV), printbased (PRN), personal computer with modem (PCM), or Directed Studies (DIR). 14
The incorrect choices presented in a multiple-choice question.14
Discipline
Distance Learning
Distractors
Revised December 2, 2013 – Version 11
Page 9 of 21
Assessment Glossary
Division
The academic grouping under the leadership of a dean. (e.g., Math / Science) 14
Dual Credit
Eligible high school students may be allowed to take a college credit course which will earn
college credit and also satisfy the high school graduation plan’s required course. 2
Early College Start
Early Intervention
Program
A program in which eligible public high school juniors and seniors may earn college credit
prior to graduating from high school. Also see Co-Enrollment, Credit-in-Escrow, and Dual
Credit. 2
The early intervention program assists instructors in identifying students who are falling
behind in their academic course work. http://dl.austincc.edu/faculty/resources.php 1
ECS
Early College Start Program.
EEO
Exemplary Educational Objective. See Academic Course Guide Manual (ACGM)
Educational Support
Unit
Units whose functions are non-instructional and that are under the Provost. These units
complete Academic Support Unit Plans (ASUPs).
Effectiveness
Enrollment
Institutional Effectiveness refers to the process of establishing effectiveness measures to
ensure that the College is meeting its intended outcomes. The Office of Effectiveness and
Accountability works with all college units to establish goals and measures, which are then
used to analyze college effectiveness and to guide continuous quality improvement efforts. 2
(See Institutional Effectiveness)
A course required in a degree plan, but one for which the student has some degree of
flexibility. For example, a degree plan may require a Humanities class, but any of a select
group of humanities classes may be taken to fulfill that requirement. 14
The registration of a student to take a particular class. 14
Enrollment,
Full-Time
A full-time student is enrolled in 12 or more credit hours in a semester (full-time status for a
Summer term is usually 6 credit hours). 15
Enrollment,
Part-Time
A part-time student is enrolled in less than 12 credit hours in a semester (less than 6 in a
Summer term). 15
ESL
English-as-a-Second Language 2
ESOL
English for Speakers of Other Languages. ACC’s ESOL Department offers a variety of
classes at different levels in English for Speakers of Other Languages, such as:
 Writing and Grammar
 Reading and Vocabulary
 Oral Communication
Specialized Reading, Writing, and Grammar classes are offered for Deaf/Hard-of-Hearing
students. 14
A term sometimes synonymous with assessment. The term evaluation however, can also
imply some degree of subjectivity. Assessment is the measurement of outcomes, whereas
evaluation may be the judgment made based on that assessment. 14
Elective
Evaluation
Revised December 2, 2013 – Version 11
Page 10 of 21
Assessment Glossary
Exemplary Education
Objective
A student learning outcome defined by the Texas Higher Education Co-Board within on of the
component areas of the Core Curriculum. 14
Extra-Curricular
Activities
FERPA
Non-classroom activities that can contribute to a well-rounded education. They can include
such activities as athletics, clubs, student government, recreational and social organizations
and events. 11
Family Educational Rights & Privacy Act
FICE Code
Federal Interagency Committee on Education Code 2
First-Time in College
Student
A student who has never attended college or any other postsecondary institution. Students
are not reported as first-time-in college until they have completed their high school work. 2
Gateway 19 Courses
ACC courses with the highest enrollments and also the highest attrition and failure rates. To
create a college-wide commitment to the Student Success Initiative, ACC's definition of
gateway courses includes more courses from a greater variety of disciplines than is common
in the general literature. 1
General Equivalency Degree - an alternative to a high school diploma. 2
GED
General Education
Generalizable
Results
The skills and knowledge expected of any college graduate receiving an associate’s degree or
higher. General Education competencies are student learning outcomes that may be uniquely
defined by each institution, but usually include such broad areas as reading, writing,
mathematics, critical thinking, teamwork and so forth. The intellectual competencies of the
Core Curriculum and SCANS competencies for workforce programs are examples of General
Education competencies. 14
Results that accurately represent the population that was sampled. 9
GIPWE
Guidelines for Instructional Programs in Workforce Education. These are the THECB
guidelines for vocational-technical degree programs. 2
Goal
A generalized statement of the objective of a program, department, support unit, or institution.
Goals are often not stated in terms conducive to direct assessment. 14
Grade Point Average
(GPA)
The grade point average of a student is calculated by dividing the number of credit hours into
the total grade points (4 point system with A = 4 points, B = 3 points, C= 2 points, D = 1 point,
F = 0 points). A GPA of 2.0 is the same as a “C” average. 2
Higher Education General Information Survey. The HEGIS system was conducted by the
NCES between 1966 and 1985. This system was comprised of several surveys of institutions
that were accredited at the college level by an agency recognized by the Secretary, U.S.
Department of Education. These surveys collected institution-level data on such topics as
institutional characteristics, enrollment, degrees conferred, salaries, employees, financial
statistics, libraries, and others. HEGIS surveys were sent to approximately 3,400 accredited
institutions of higher education. 15
Hybrid courses combine traditional classroom instruction with computer-based distance
education. The majority of the coursework is online, with some classroom or laboratory
meetings also scheduled. - see also Distance Learning. 2
HEGIS
Hybrid Courses
Revised December 2, 2013 – Version 11
Page 11 of 21
Assessment Glossary
HYD
Hybrid courses
ITV
Instructional Television. ITV students watch pre-recorded video telecourse programs locally
on cable, or on campus in the ACC Media Centers. Some programs are also streamed online.
- see also Distance Learning. 2
Activities a unit intends to take to improve student learning, in the case of an instructional
department, or to improve its functioning and delivery of services in the case of a noninstructional unit. The improvement actions should be based on the analysis of assessment
data. Follow-up assessment of the same parameters after the improvement actions have
been taken is the documentation that is critical for closing the loop.14
The “In Progress” (IP) grade may be awarded to students who remain in the class, meet class
deadlines, are progressing, but are not achieving the standards for earning a C or better in the
course. The IP grade counts toward the student’s term hour load but carries no grade points
or credit toward graduation. An IP does not mean successful completion of the objectives of
the course or completion of remediation.
A grade of “Incomplete” (I) is granted only at the discretion of the instructor when unusual
circumstances occur. If the student does not complete the work prescribed by the instructor
by the date designated by the instructor, the incomplete grade will automatically be converted
to a grade of F.
The ability to “demonstrate the ability to use libraries and other information resources to
effectively locate, select, and evaluate needed information.” 14
Improvement
Actions
In Progress Grade
Incomplete Grade
Information Literacy
In-House
Initiative
Institutional
Effectiveness
IPC
IPEDS
Refers to provision of services or eligibility “within-ACC”. For example, a facilities-related
project may be done “in-house” meaning Facilities and Operations staff will perform the work
rather than an external professional or an employment position may be posted “in-house”
meaning that only existing employees are eligible to apply for the position2
In the strict sense, one of the items identified in the Provost’s Academic Master Plan. The
initiatives are grouped into four major themes: Increase Student Success, Meet
Business/Industry Workforce Needs, Achieve Operational Excellence, and Increase
Community Outreach and Communication.
The process of establishing effectiveness measures to ensure that the College is meeting its
intended outcomes. The Office of Institutional Effectiveness and Accountability works with all
college units to establish goals and measures, which are then used to analyze college
effectiveness and to guide continuous quality improvement efforts. 2
Institutional Planning Council. Functions of the IPC:
1. Facilitate communication and collaboration among institutional supervisors, employee
organizations, and the Student Government Association.
2. Review and refine the institutional master planning process.
3. Ensure that the Master Plan is reviewed annually, and that there is a process for
considering suggested revisions or additions to the Master Plan as appropriate.
4. Articulate the priorities to be reflected in the annual operating budget, and ensure that the
resource allocation requests are aligned with Master Plan initiatives.
5. Make recommendations, as appropriate, regarding implementation of the Master Plan.
6. Review core institutional effectiveness measures and make appropriate
recommendations to promote institutional quality. 2
Integrated Postsecondary Educational Data System for collecting national data and
benchmarks. 2
Revised December 2, 2013 – Version 11
Page 12 of 21
Assessment Glossary
IPR
Instructional Program Review. This is an essential part of academic stewardship and is
required for accreditation.
IPRS
Faculty use the Instructional Program Review process framework to conduct a reflective
evaluation of the content, quality, and effectiveness of a program’s curriculum. 14
Institutional Program Review Summary 2
IRT
Instructional Resources and Technology
IT
Information Technology
ITV
Instructional television (“canned” or “interactive”) - see also Distance Learning. 2
LEH
Lecture Equivalent Hours. Most 3 credit hour classes are 3 LEH. Lab hours are valued at
75% of lecture hours.
Life Long Learning
Lower Division
Lifelong Learning is the provision or use of both formal and informal learning opportunities
throughout people's lives in order to foster the continuous development and improvement of
the knowledge and skills needed for employment and personal fulfillment. It shares mixed
connotations with other educational concepts, like Adult Education, Training, continuing
education, permanent education and other terms that relate to learning beyond the formal
educational system. 12
Courses at the freshman and sophomore level of college. 11
LRS
Learning Resource Services
Major/Minor
Matriculation
A major is a student’s chosen field of study. It usually requires the successful completion of a
specified number of credit hours.
A minor is designated as a specific number of credit hours in a secondary field of study. 11
Measure of Academic Proficiency and Progress Test. A norm-referenced assessment
produced by Educational Testing Service designed to assess general academic knowledge
and skills of undergraduate students. Assesses proficiency and performance in the areas of
reading, writing, critical thinking, and mathematics. Formally re-named in 2006 to the Measure
of Academic Proficiency and Progress (MAPP) Test. 5
To enroll in a college or university as a candidate for a degree. 14
Measure of
Academic
Proficiency and
Progress Test®
(MAPP)
A norm-referenced assessment produced by Educational Testing Service designed to assess
general academic knowledge and skills of undergraduate students. Assesses proficiency and
performance in the areas of reading, writing, critical thinking, and mathematics. Used to collect
online institutional-level data in the core learning areas of Written Communication,
Quantitative Literacy, and Critical Thinking. Formerly known as Academic Profile. 5
MAPP
Revised December 2, 2013 – Version 11
Page 13 of 21
Assessment Glossary
Method
Milestones
Mission Statement
Momentum Points
NCAT
(National Center for
Academic
Transformation)
The method is a list of the actions the unit will take to gather the data needed to determine
whether the outcome has been achieved. The method directs the measurement of the unit’s
performance, and should include what data will be collected, when it will be collected, and
who is responsible for collecting it. 4
A milestone is a “measurable educational achievement”, such as demonstrating problemsolving skills, finishing a developmental education sequence, or graduating from college.
Milestones are significant to the individual. But while some educational milestones are
measured by an institution as formal completions, others are not. 14
The statement of philosophy and purpose for an organization. The mission answers the
question: Why do we exist? (Austin and Pinkleton) 8
A momentum point is a “measurable student attainment”, such as completing a set of courses
or obtaining a degree, that has a clear relationship to students’ achievement of milestones and
that is recorded at the institutional level.
Some momentum points are milestones in themselves, such as graduating, but others, such
as completing Calculus I, merely indicate the extent to which students are progressing
towards a milestone. 14
NCAT is an independent non-profit organization dedicated to the effective use of information
technology to improve student learning outcomes and reduce the cost of higher education.
NCAT provides expertise and support to institutions and organizations seeking proven
methods for providing more students with the education they need to prosper in today's
economy. http://www.thencat.org/ 1
NCES
The National Center for Education Statistics 2
Noel-Levitz Student
Satisfaction
Inventory (SSI)
Non-Credit Courses
A survey that determines what aspects of college life matter most to ACC students and how
satisfied they are with them. http://www.austincc.edu/oiepub/ext_rpts/noel-levitz.html 1
Norming
These are classes or courses that do not meet the requirements for a certificate of a degree at
a given institution. Non-credit courses may serve one of several purposes: to explore new
fields of study, increase proficiency in a particular profession, develop potential or enrich life
experiences through cultural and/or recreational studies.
Evaluators are normed or calibrated so they consistently apply standards in the same way.9
Objective
A measurable step taken towards achieving a goal.
OIEA
Office of Institutional Effectiveness and Assessment 4
Open-Door
Admission
An admission policy that states that anyone who is 18 years of age or older, whether or not a
high school graduate, can be admitted to that college. 11
Revised December 2, 2013 – Version 11
Page 14 of 21
Assessment Glossary
Outcome
PBN
An outcome is a description of the intended result of the unit's efforts in terms of its
constituents and should describe constituent behaviors that prove the unit has delivered its
function. There are three types of outcomes: learning outcomes (what students will know or be
able to do), process outcomes (accomplishments of the unit's function), and satisfaction
outcomes (ratings of how well the unit is meeting the needs of those it serves). 4
Pass/fail courses do not earn letter grades or grade points for students. If a student passes a
pass/fail course, he/she receives a "P" (pass) or "CR" (credit) on the transcript and the credit
hours. If the student does not pass the course, they will receive a “NP” (not pass) or a "NC"
(no credit) on the transcript and no credit hours. The evaluation for the pass/fail course is not
figured into the student’s GPA. 11
Acronym for Probation 2c
PCM
Courses taught using a personal computer - see also Distance Learning. 2
Pedagogy
Pedagogy is the study of being a teacher or the process of teaching. The term generally refers
to strategies of instruction, or a style of instruction.
OR
The art and science of how something is taught and how students learn. Includes how
teaching occurs, the approach to teaching and learning, the way the content is delivered, and
what students learn as a result of the process.
Performance Excellence Program, the evaluation program for Non-Exempt (Classified),
Exempt (Professional-Technical), and Administrative employees. 2
Pass/Fail Courses
PEP
Performance
Measure Definition
A performance measure is a quantifiable indicator of the unit’s achievement that includes the
outcome statement, standard, and methods for gathering data. 4
Performance Criteria
The standards by which performance is evaluated. Performance criteria help assessors
maintain objectivity and provide students with important information about expectations. 7
Performance
Measure
Students exhibit how well they have achieved an objective by doing it, such as a piano recital.
Performance
Measure
A performance measure is a quantifiable indicator of the unit’s achievement that includes the
outcome statement, standard, and methods for gathering data. 4
Persistence
A student’s continuing of their enrollment from one semester to the next. 14
Petition
A petition is both the process and the form a student fills out to request consideration of
special circumstances. For example, if a student is denied admission, they may petition for
admission based on extenuating circumstances. 11
Exams given during the admissions process to determine a prospective student’s proficiency
of basic skills so as to place them at the appropriate level of instruction. 14
Placement Tests
Portfolios
9
A compilation of student work collected at various stages of their academic progress to
demonstrate improvement of important skills, such as writing. 14
Revised December 2, 2013 – Version 11
Page 15 of 21
Assessment Glossary
Prerequisite/
A prerequisite is a requirement that must be satisfied before enrolling in a particular courseusually a previous course or equivalent skills level.11
Private/Public
Institutions
Private and public institutions differ primarily in terms of their source of financial support.
Public institutions receive funding from the state or other governmental entities and are
administered by public boards. Private institutions rely on income from private donations, or
from religious or other organizations and student tuition. 11
Print-based instruction. PRN students use printed materials such as textbooks and study
guides as their primary mode of instruction. Some classes may also include audio or
videotapes, email, or online activities. - see also Distance Learning. 2
Students re-entering ACC after suspension receive a letter notifying them of their status and
requirements. Students remain on probation as long as they maintain a minimum 2.0 GPA
and a 50 percent course completion rate for each semester, until they achieve good
standing.2c
A plan of coursework that, if successfully completed, will lead to the awarding of a degree or
certificate. 13
PRN
Probation (PBN)
Program
Purpose Statement
QEP
QIP
Reliability
Revolving Door
Rubric
Rubric,
Checklist
The purpose statement is a description of what the unit provides to further the mission and
goals of the College. It focuses attention on the consumers of the unit's services and the
major products/services the unit is responsible for providing them. It makes the unit's function
explicit. 4
The Quality Enhancement Plan (QEP) describes a course of action for enhancing educational
quality. Core Requirement 2.12 requires that an institution develop an acceptable Quality
Enhancement Plan that focuses on learning outcomes and/or the environment supporting
student learning. 11
Quality Improvement Plan. ACC’s Quality Improvement Plan targets improvement of services
and intended outcomes. Not all improvements require additional fiscal, human or physical
resources. Some QIP improvements involve improved business practices and streamlining
workflow to improve services and outcomes within the fixed limits of current resources.
On the other hand, some Quality Improvement Plans will require new fiscal, human and
physical resources to create or improve services and outcomes. When this is the case, QIP
improvements that align with institutional priorities should be directed to the appropriate
cluster groups to be input into the Master Planning Database for review by institutional and
budget authorities before adoption by college leadership. 2
The consistency of a measure, instrument, or observer. A study will have high re-test reliability
if it yields similar results when given at least two separate times to the same sample.
(University of Texas)
A term used in higher education to describe an undesirable condition in which students are
welcomed to enroll, but may not be adequately supported and thus may end up not being
retained. 2
A set of scoring criteria used to determine the value of performance on assigned tasks.
Provides detailed and thorough criteria that discriminate among performance levels.
A table or grid used in assessment evaluation by comparing actual performance to expected
performance standards. 8
A checklist rubric is a simple list indicating the presence of the things an instructor is looking
for in a completed assignment. 17
Revised December 2, 2013 – Version 11
Page 16 of 21
Assessment Glossary
Rubric,
Descriptive
Descriptive rubrics replace the checkboxes of rating scale rubrics with brief descriptions of the
performances that merit each possible rating. 17
Rubric, Holistic
A rubric that involves one global, holistic judgment.
Rubric,
Holistic
In contrast to an analytic rubric, a holistic rubric does not list separate levels of performance
for each criterion. Instead, a holistic rubric assigns a level of performance by assessing
performance across multiple criteria as a whole. (For examples and a fuller discussion, go to
Rubrics.) 6
Holistic scoring guides are short narrative descriptions of the characteristics of outstanding
work, acceptable work and unacceptable work. The major purpose of such summative
assessments is not to give feedback to individual students but to allow faculty to make
decisions within a tight time frame when grading a large amount of work. 17
A rating scale rubric is a checklist with a rating scale added to show the degree to which the
thing faculty are looking for are present in completed assignments. 17
Rubric,
Holistic Scoring
Rubric,
Rating Scale
9
Rubric,
Structured
Observation Guides
SACS
Structured observation guides are subjective, qualitative- but nonetheless direct and validassessments of student learning. Faculty must determine why they may decide to give one
paper an A and give another paper a C. 17
SAT
Self-Assessment
Scholastic Aptitude Test. This test is designed to measure a student’s level of knowledge in
basic areas such as math, science, English and social studies. Colleges may require the
results of the SAT before granting admission.
Analyzing and making decisions about one's own performance or abilities. 7
Semester Credit
Hour
A unit of measure of instruction consisting of 60 minutes of which 50 minutes must be direct
instruction.
Service Learning
An educational strategy in which community-based experiential learning opportunities are
incorporated into the curriculum. 2
Shared Governance
The system by which ACC solicits input and collaboration from faculty, staff, and students. 2
Snapshot
The ACC Snapshot is a summary of key accountability measures in which ACC seeks to
evaluate its quality and its student’s success at an institutional level. It measures things most
associated with the complex, diverse mission of the community college. While the College has
hundreds of accountability and effectiveness measures (from the Southern Association of
Colleges and Schools (SACS), the Texas Higher Education Coordinating Board (THECB),
specialized instructional programs accreditation agencies, and its own Office of Institutional
Effectiveness and Accountability) the ACC Snapshot seeks to provide a quick glance at how
well ACC is fulfilling its mission statement to promote student success. 1
Southern Association of Colleges and Schools, ACC’s accreditation organization. SACS
establishes the quality standards the College agrees to meet. 2
Revised December 2, 2013 – Version 11
Page 17 of 21
Assessment Glossary
Snapshot - Discipline
Specific
STEM
ACC’s discipline specific snapshot provides department/discipline-level measures to assist
departments monitor and improve their service to students. The departmental snapshot is
designed to provide program and departmental level data to assist faculty in evaluating the
effectiveness of their programs in advancing student success. Through this evaluation,
strengths and weaknesses can be explored and faculty can identify initiatives to improve
student success. 1
The standard is a definition of the unit's expected level of performance for successful
achievement of the outcome, including who will demonstrate achievement of the outcome,
when, under what conditions, and to what degree. The standard also must identify the data
that will be used to determine achievement of the outcome. 4
A question or statement followed by a number of choices or alternatives that answer or
complete the question or statement. (Stems are most commonly found in multiple-choice
questions. See terminology for multiple-choice items.) 6
Science, Technology, Engineering and Math
SLO
Student Learning Outcome
Student Learning
Outcome
A statement defining the knowledge or skills that a student is expected to possess upon the
successful completion of an activity, course, or degree. Student Learning Outcomes must be
measurable and meaningful in that they can be assessed to gather data as to whether or not
the student achieved them. 14
A federal law in which institutions must make certain information available to students and the
general public upon request. These include police and safety information as well as course
completion rates and other course information. 2
Standard
Stem
Student Right to
Know and Campus
Security Act
Student Success
Initiative
Surface Learning
Survey of Entering
Student Engagement
(SENSE)
Syllabus
Is an institutional commitment by ACC to enhance learning and success for all students
regardless of age, gender, ethnicity, race or socio-economic status.
http://www.austincc.edu/success/ 14
Learning based on memorization of facts without deep understanding of what is learned.
9
TABPHE
Surveys new students and their experiences in the first few weeks of attending a college to
collect data about institutional practices and student behaviors that may affect student
success in the first year of college. 1 http://www.austincc.edu/oiepub/pubs/surveys/sense.htm
An outline of the important information about a course. Written by the professor or instructor, it
usually includes important dates, assignments, expectations and policies specific to that
course.11
Texas Association of Black Personnel in Higher Education
TACHE
Texas Association of Chicanos in Higher Education
Revised December 2, 2013 – Version 11
Page 18 of 21
Assessment Glossary
TCCN
Texas Common Course Numbers. Only courses with TCCN are funded by the state.
TCCTA
Texas Community Colleges Teachers Association
TEA
Texas Education Agency
TEC
Texas Education Code 2
Texas Association of
Community Colleges
(TACC)
Texas Education
Agency (TEA)
Texas Association of Community Colleges, the state association which advocates for effective
public policy regarding the role of community colleges. 2
Texas Higher
Education
Coordinating Board
Texas Success
Initiative (TSI)
The State agency assigned to oversee public higher education in Texas. 2
THECB
Themes
TracDat
The State agency assigned to oversee public secondary (K-12) education in Texas. 2
State-mandated basic skills assessment program for incoming college credit students.
Assessment of basic skills in reading, writing, and mathematics is required unless certain
exemption criteria are met. See also Assessment and Compass Testing. 2
Texas Higher Education Coordinating Board
One of the four major clusters of initiatives in the Provost’s Academic Master Plan. The
themes are: Increase Student Success, Meet Business/Industry Workforce Needs, Achieve
Operational Excellence, and Increase Community Outreach and Communication.
The software system used to document and track assessment of student learning outcomes in
the Discipline Assessment Cycle.
Transfer
Changing from one collegiate institution to another after having met the requirements for
admission to the second institution.11
Transfer Equivalency
Credit
Credit hours that an institution accepts toward a degree from courses that the student has
earned elsewhere. Such credit may be given for work done at another higher education
institution, by challenge or assessment exams,"testing out," or by military service.
The use of multiple assessment measures to determine if they suggest a similar conclusion.
Triangulation
Tuning USA
UEAC
Tuning USA is an American version of the Bologna Project (see). The goal is to harmonize
curricula between states by establishing common milestones and outcomes, allowing ease of
transfer and the recognition of educational achievement in other states. 14
Undergraduate Education Advisory Commission.
U-LEAD
Unit-Level Effectiveness Assessment Documentation 2
Revised December 2, 2013 – Version 11
Page 19 of 21
Assessment Glossary
Undergraduate
A student who is pursuing either a one-, two-, or four-year degree. 11
Undergraduate
Education Advisory
Commission
The Undergraduate Education Advisory Committee serves as a forum for problem solving and
the generation of good ideas to improve undergraduate education that reflect the goals of
Texas’ higher education plan, Closing the Gaps by 2015. The Undergraduate Education
Advisory Committee will provide recommendations to the Board regarding directions the
Board and institutions should take to enhance undergraduate education in Texas, initially
including but not limited to such projects as:
(1) conducting a study on the current state of undergraduate education in Texas, and
preparing a report for the Board that includes recommendations for actions to maintain or
strengthen Texas’ undergraduate programs;
(2) making recommendations regarding a procedure for the regular evaluation of
undergraduate instructional programs; and (3) working in partnership with other advisory
committees on issues of particular interest and relevance to undergraduate education. 12
A unit is an office or department that provides services or products to beneficiaries.
Beneficiaries may include students, faculty, staff, administrators, the Austin community,
employers, etc. 4
An institution of higher education offering four year or higher degrees.
Unit
University
Validity
The indication that an assessment method/tool accurately measures what the method/tool
was designed to measure. 5
Value Added
Value Added is students' transformation resulting from broadened skills, knowledge, and
social and intellectual capabilities, acquired through their participation in higher education. 12
Vision Statement
Articulates the organization’s values and intended contribution to society and shares how the
organization should look in the future by presenting the ideal, or an ambitious, long term goal.
(Austin and Pinkleton) 8
Workforce Education Course Manual, THECB guidelines for vocational-technical courses. 2
WECM
Revised December 2, 2013 – Version 11
Page 20 of 21
Assessment Glossary
Definitions in this glossary were adapted from the following sources:
1.
ACC Student Success Initiative Reference: http://www.austincc.edu/success/glossary.html
2.
ACC Organizational Reference:
b. ACC Glossary of U.S. Educational Terms:
c. ACC Academic Standards of Progress:
d. ACC Fact Book:
3.
ACC Employee Handbook: http://www.austincc.edu/hr/employeehandbook/glossary.php
4.
ACC OIEA Assessment Terms: http://www.austincc.edu/oiepub/assessment/
5.
University of Maryland University College – Glossary of Assessment Terms:
http://www.umuc.edu/outcomes/documents/assessment_glossary.pdf
6.
Mueller's* Glossary of Authentic Assessment Terms by Jon Mueller
http://jonathan.mueller.faculty.noctrl.edu/toolbox/glossary.htm
7.
CSU Northridge Assessment Terms Glossary:
http://www.csun.edu/assessment/docs/assess_defs.doc
Source: Music Assessment Glossary by Edward P. Asmus, Ph.D., http://www.music.miami.edu/assessment/glossary.html
8.
University of Tampa – Glossary of Assessment Terms:
http://www.ut.edu/detail.aspx?id=12753
http://www.austincc.edu/orgref/glossary.php
http://www.austincc.edu/support/international/glossary/
http://www.austincc.edu/support/advising/progress.php
http://www.austincc.edu/oiepub/pubs/factbook/index.html
Source: Leskes, A. (n.d.) Beyond Confusion: An Assessment Glossary (Modified by EJC). AAC&U Peer Review, Winter/Spring
2002, Volume 4, Number 2/3. Association of American Colleges and Universities. http://www.aacu.org/index.cfm.
Source: Austin, E.W. and B. Pinkleton (2006). Strategic Public Relations Management: Planning and Managing Effective
Communication Programs, Second Edition. Lawrence Erlbaun Associates, Inc.
9.
Assessing Academic Programs in Higher Education by Mary J. Allen
10. Southern Association of Colleges and Schools (SACS)
a. The Principles of Accreditation: Foundations for Quality Enhancement (2012 edition)
b. Glossary of Terms: http://www.advanc-ed.org/mde-glossary
11.
12.
13.
14.
15.
Texas Higher Education Coordinating Board
Wikipedia
ACC General Education
Integrated Postsecondary Education Data System (IPEDS) website: http://nces.ed.gov/ipeds/glossary/
Generic Glossary of College Terms:
GlossaryCollegeTermi
nology.pdf
16. Linda Suske, Assessing Student Learning: a common sense guide
17. Answers.com: www.answers.com
18. AdvancED: http://www.advanc-ed.org
Revised December 2, 2013 – Version 11
Page 21 of 21