North Central Missouri
College
2010-2012
Assessment Plan
and Guidebook
Including forms
Highlights
I-E-O Model and related Assessments
Tools
Course Assessment Process
Process for Academic and Non-Academic
Program Review
General Education Assessments
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Table of Contents
Mission Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culture of Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Philosophy of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Four Dimensions of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Workforce Readiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transfer Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content Knowledge and Discipline Specific Knowledge & Skills. . . . . . . . . . .
Soft Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Testing Reference Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scheduled Assessment Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dissemination of Assessment Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Course Assessment Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Opinion Questionnaires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Academic and Non-Academic Program Review. . . . . . . . . . . . . . . . . . . . . . . . . .
General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reported Changes/Impacts of Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment Activities Under the Workforce Investment Act . . . . . . . . . . . . . . . . . . .
Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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MISSION STATEMENT - The mission of NCMC is to assist individuals in our
educational/business community to attain their goals through open admission, reasonable costs,
progressive curriculum and services-- delivered by a caring, competent staff in a safe,
technology-rich learning environment. (For details see North Central Missouri College’s
Strategic Plan)
select "Strategic Plan" in THE COLLEGE column
08-11 Strategic
Plan_highlights.docx
INTRODUCTION
North Central Missouri College addresses the unique needs of the college’s students, faculty,
staff, accreditation bodies, federal agencies, constituents, and other stakeholders in addition to
observing the expectations of the Missouri Department of Higher Education (MDHE) by
adopting, where appropriate, its philosophy, purpose, and recommended assessment practices as
outlined by the state. (For details see Missouri Department of Higher Education Website)
CULTURE OF EVIDENCE (RATIONALE)
The college’s “Culture of Evidence” (Dwyer et al, 2006) assures that graduates are equipped
with the skills and knowledge needed to be productive members of the workforce and/or
prepared for transfer to four-year institutions. NCMC collects student learning assessment data
using multiple modes of assessment including quantitative and qualitative, direct and indirect
measures. Longitudinal reports provide valuable information used to make positive changes. The
use of the Input-Environment-Output (I-E-O) Model makes the college’s assessment plan more
cohesive by connecting reports about incoming and outgoing students, as well as the assessment
processes in place that measure all student experiences while enrolled in the college. Summative
information regarding student learning can best be explored across four dimensions: Workforce
Readiness, Transfer Readiness, Content Knowledge and Discipline-Specific Knowledge &
Skills, and Non-Cognitive or “Soft” Skills.
PHILOSOPHY OF ASSESSMENT
Assessment at North Central Missouri College should be guided by clearly stated, externally
validated student learning processes and outcomes that flow from and support the institutional
mission. Assessment, as the culture of evidence, should be fully integrated into the college’s
entire operational system, both academic and non-academic. NCMC concurs with the purposes
of assessment as outlined by Learning Assessment in Missouri Postsecondary Education
(LAMP):
1.
2.
3.
4.
Improve student learning
Improve program of instruction
Improve educational effectiveness of the institution
Document student learning, program improvement, and educational effectiveness to
outside stakeholders (accountability)
Assessment is an opportunity for continuous improvement and accountability that occurs at
different levels and in different contexts through a “multidimensional approach that can be used
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to assess student learning for the purposes of monitoring and improving institutional
effectiveness in the teaching and learning domains” (Dwyer et al, 2006).
The college shall assume responsibility for conducting assessment by gathering meaningful
information, analyzing and interpreting the collected data, using the information to identify
strengths and barriers, thereby making improvements. Assessment should be transformative in
nature, viewed as a process not a product. It is the responsibility of NCMC to ensure that its
graduates meet appropriate standards of performance; although in joint ventures, this shall be
done cooperatively with other institutions. The college has an obligation to disseminate
assessment results for accountability and improvement through appropriate channels in a
professional and ethical manner.
ASSESSMENT TEAM
NCMC has a designated team whose primary role is to assist personnel in the assessment
process. The team is overseen by the Dean of Instruction and consists of an assessment
consultant from each of the four divisions (one of whom serves as lead consultant), the testing
coordinator, institutional researcher, and a media specialist. This team is also responsible for
orienting new faculty to the assessment process, maintaining records, leading the annual review
of assessment practices, and providing leadership in planning assessment in-services for faculty.
For a list of current team members, visit the NCMC Assessment website
http://www.ncmissouri.edu/dept_pgs/assessments/default.aspx
Job Descriptions for
the Assessment Team.docx
ASSESSMENT FLOWCHART
Assessment
communication route.docx
ASSESSMENT MODEL
North Central Missouri College’s Assessment Plan is based on an I-E-O Model. Input (I) is what
incoming students bring with them. Environment (E) is the measure of change including all
student experiences. Output (O) is the measure of outgoing students’ skills and knowledge.
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The College
Learning
Environment
Student Inputs
Student Outputs
Source: Austin (1993)
According to the authors of A Culture of Evidence, inputs should be considered first. “There are
two types of input measures: measures of simple quantity, such as the number of applicants or
number of students admitted; and measures of quality or academic preparation (i.e. SAT/ACT,
high school GPA, student’s advanced standing)… At the other end of the educational experience,
there are two typical classes of output measures for educational institutions. These can be broken
into quantity and quality measures.” Between a student’s first class and graduation or transfer,
data is gathered concerning the college learning environment. These records are used by the
institution for the purpose of improving teaching and learning. This includes information
regarding student engagement which “…is an index of the nature and extent of the student’s
active participation in the learning process… an indicator of motivation and habits that carry
over into other current and future settings” (Dwyer et al, 2006).
FOUR DIMENSIONS OF STUDENT LEARNING
Missouri Department of Higher Education has identified common themes that encompass
workplace readiness and general education. These are reflected in three dimensions of student
learning: Workforce Readiness, Transfer Readiness, Content Knowledge and DisciplineSpecific Knowledge & Skills. Workforce readiness refers to a set of skills and abilities identified
by academic and business leaders as important for success in any working environment. These
include verbal reasoning, quantitative reasoning, critical thinking, and communication. Transfer
Readiness refers to prerequisite skills and abilities students must demonstrate to successfully
transition to a four-year institution. Content Knowledge and Discipline-Specific Knowledge and
Skills are those that students “must acquire in order to be considered competent within that
domain.” Data may be assimilated across discipline-specific course clusters and the resulting
compilation used to obtain a deeper understanding of student learning. This may also include
professional certification examinations or degrees awarded. A fourth dimension, soft skills (noncognitive skills), is also important to student success and should be monitored. “In today’s
knowledge economy, it is not sufficient for a worker to possess adequate basic cognitive skills
and disciple-specific competencies. The nature of work requires that the person be able to work
in teams, be a creative problem solver, and communicate with a diverse set of colleagues. The
measurement of skills and traits such as creativity, teamwork and persistence has become a
major focus” (Dwyer et al, 2006).
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ASSESSMENT PLAN
The plan reflects North Central Missouri College’s overall belief system, the “culture of
evidence,” using the components of the Input-Environment-Output Model; this in turn effects
positive changes in the learning environment including the four dimensions of student learning.
The plan includes a guidebook that outlines assessment procedure at the course and program
level. Institutional data feeds into program reviews. Assessment data is gathered directly and
indirectly based on the common themes identified by Missouri Department of Higher Education
that encompass workplace readiness and general education. These are reflected in four
dimensions of student learning: Workforce Readiness, Transfer Readiness, Content Knowledge
and Discipline-Specific Knowledge & Skills, Soft (non-cognitive) Skills. The evolution of this
multi-dimensional approach is built on a faculty-driven foundation represented by its Assessment
Team, whose members represent all parts of the college community. Finally, and most
importantly, the needs of students are at the heart of assessment at North Central Missouri
College. The College’s Strategic Plan includes references to tailoring curriculum and services to
help individuals meet the challenges of an ever-changing world (Objective 3), expanding
alternative services for students (Strategy 1), strengthening learning initiatives across the
curriculum in core areas (Strategy 2), and developing innovative programs that address economic
needs (Strategy 3).
INPUT - North Central Missouri College collects the following data as it relates to incoming
students:
 Placement into developmental courses using ACT Test scores
o ACT scores are collected for individual students, sent directly from ACT to
NCMC or collected from high school transcripts. The admissions office enters the
data into PowerCampus. Counselors and Advisors use the ACT scores for
placement into the appropriate college or pre-college level writing, math or
reading course.
o An annual, longitudinal report of attending North Central Missouri College
students’ ACT score including composite scores, and sub-test scores (English,
Math, Reading, and Science) is compiled. It also includes a comparison to
national and state data.
 Placement into developmental courses using ASSET & COMPASS—an annual
report is compiled including the number of students tested and number/percent of
students placed into developmental or college-level English, reading and math.
 Integrated Post-secondary Education Data System (IPEDS) Report-information is
collected and a profile of the current student population is shared with College
personnel. Additional information such as financial aid, enrollment, retention, etc. is
also accessible.
 National League for Nursing (NLN) Exam—pre-nursing and exit examinations are
administered to entering and exiting Practical Nurse (PN) and Associate Degree in
Nursing (ADN) students. Information is available upon request from the Dean of
Allied Health Sciences.
 Department of Elementary and Secondary Education End of Course (EOC)
assessments of Course-Level Expectations (CLE’s)—accessibility is currently being
explored
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
Demographic, dual credit, outreach, in-district /out-of-district, and elementary/
middle school data are used informally to predict future enrollment trends; economy
and unemployment rates, state and federal allocations available for student
scholarships/work study are also informally monitored.
ENVIRONMENT - North Central Missouri College collects and utilizes the following
formative data related to current student academic and non-academic practices and services:
 Course Assessment
 General Education
o Communicating
o Higher Order Thinking
o Humanities
o Life and Physical Sciences
o Managing Information
o Mathematics
o Social and Behavioral Sciences
o Valuing- currently being assessed with Communicating and Social and
Behavioral Sciences
 Missouri Department of Higher Education Benchmarking
Missouri Department of Higher Education Website (MDHE)
 National Community College Benchmarking Project
o NCCBP Home
 Academic Program Review Executive Summaries on NCMC Assessment website
 Non-Academic Program Review
 Student Engagement
o Community College Survey of Student Engagement (CCSSE) The CCSSE is
designed to provide information on student engagement, learning, and
retention for community and technical colleges nationwide. The results are
useful in providing data about student experiences and to better understand
how effectively to engage our students and identify areas for improvement.
The CCSSE National Report provides benchmarks comparing North Central
Missouri College students to other Missouri students. The benchmark areas
include: Active and Collaborative Learning, Student Effort, Academic
Challenge, Student-Faculty Interaction and Support for Learners
o Survey of Entering New Student Engagement (SENSE) The SENSE is
designed to help understand entering students’ earliest experiences, behaviors,
and perceptions from the first moments of their interactions with the college.
SENSE results are meant to assist in gathering data needed to improve course
completion rates, retain more entering students, and improve student
persistence and success. The SENSE National Report compares North
Central Missouri College student data to national percentages of other
colleges administering the survey.
o Cooperative Institutional Research Program (CIRP) The CIRP is a survey
given to incoming freshmen during orientation. Its focus is college readiness,
student values/beliefs about diversity, and student expectations & civic
engagement.
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o Your First College Year (YFCY) This is a survey designed as a follow-up
survey to CIRP. YFCY results assess the academic and personal development
of students over the first year of college, help colleges identify items that
encourage student learning, involvement, student satisfaction, retention, and
success. Conducted March through June, this looks at freshmen at the end of
their first year.
o Campus Quality Survey (CQS)-Eight major components of a quality
management system are measured: Top Management Leadership and Support,
Employee Training and Recognition, Employee Empowerment and
Teamwork, Strategic Quality Planning, Quality and Productivity Improvement
Results, Measurement and Analysis, Customer Focus, and Quality Assurance.
OUTPUT – North Central Missouri College collects the following data addressing the four
dimensions of student learning as it relates to outgoing students and utilizes the summative
information provided:
Workforce Readiness
o Direct
 National Council Licensure EXamination (NCLEX-RN and NCLEX-PN)
are recognized state board examinations for licensure developed by the
National Council of State Board of Nursing. Information is available upon
request from the Dean of Allied Health Sciences.
http://pr.mo.gov/boards/nursing/passrates.pdf
 National League for Nursing (NLN)Exam—pre-nursing and exit
examinations are administered to entering and exiting PN and ADN
students. Information is available upon request from the Dean of Allied
Health Sciences.
 Career and Technical Education (CTE) Exit tool—In compliance with
Department of Elementary and Secondary Education (DESE) CTE will be
adopting new state approved exit assessments. Draft Electronic Portfolio
E-Folio_CTE
assessment tool.docx
Implementation Plan
 Awards--students are evaluated and awarded by industry leaders i.e.
agriculture business writers, animal science and soils judge, pass
entrepreneur competitions.
 Professional Certifications--Students who have completed the curriculum
test or are assessed for certification in Human Resources Professional,
Microsoft Office Professionals, Managing Personnel, Marketing
Professionals, Certified Nursing Assistant (CNA), Licensed practical
Nurse with Intravascular Certification, and Registered Nurse.
 WorkKeys-used for Career and Technical Education students when
graduating with an A.A.S. or Certificate, excluding nursing students who
use other exit tests. Pre & Post-test Annual Report since inception in fall
2002. Post-test Annual Performance Results by skill level.
o Indirect
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


Graduation rate-Cohort information on first-time, full-time students
graduating in 1.5 times the “normal” time is recorded and reported through
IPEDs. The current initiative includes summaries by degree and programs.
(IPEDS)
Graduate Follow-Up Survey (180-day)—The Division of Career and
Technical Education of the Missouri Department of Elementary and
Secondary Education requires a 180-day follow-up survey to be conducted
on all career program graduates each year. This is for recipients of both
Associate of Applied Science Degrees and Certificates of Specialization.
The intent of this report is the presentation of employment and continuing
educational status of these graduates
Employer Follow-Up Survey—This survey is sent to the employers of last
year’s graduates. The list of employers is obtained by the Graduate
Follow up Survey. This survey provides information about how the
employers would rate their North Central Missouri College employee in
the education received, and overall preparation for employment. The
survey also measures skills in communication, analytical thinking,
technical abilities, and interpersonal skills. The employees’ soft skills are
evaluated on work ethics, motivation/initiative, teamwork, and leadership
abilities.
Employer Follow-Up Employer Follow Up
Questionnaire 2009.doc Results 2009.xls
Transfer Readiness
o Direct
 MAPP- Assessment used for General Education for AA, AAT, and AGS
students. The annual report includes scores with explanative comparison
to national data (prior to 2008, CAAP was used).
ETS Annual Test
Results 2009-2010.xlsx

College Basic Academic Subjects Examination (CBASE)-This assessment
measures general education and is used for eligibility into teacher
education programs. North Central Missouri College teacher education
majors must take and pass the C-Base test (score of 235 on each section)
before they will be awarded their diploma (AAT graduates). Students
write an essay, take English, math, science, and social studies tests. The CBase annual report and results are listed. A comparison table for the state
of Missouri and other two-year institutions is included. Skill scores are
charted as high(H), medium(M), and low(L). Skill scores show the
number of students testing into each area.
o Indirect
 Graduation rate
c-base annual report
2010.doc
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
Associate in Arts (AA) Transfer follow-up survey- will validate, through
student opinion, the graduates’ general education knowledge was
improved through their learning experience while attending North Central
Missouri College. This survey is completed on the even years for all AA
and AAT transfer students.
GRADUATE
AA GRADUATE
FOLLOW-UP QUESTIONAIRRE
TRANSFER
for FOLLOW
AA-AAT Transfer.doc
UP SURVEY-Sp. 2008.docx
Content Knowledge and Discipline-Specific Knowledge & Skills
o Direct
 Access Report from the Course Assessments in “discipline-specific course
cluster” (i.e. Elementary Accounting 1 and 2, Cost Accounting, Payroll
Accounting, Computerized Accounting, etc.)
o Indirect
 Communication between North Central Missouri College faculty/staff and
faculty at receiving institutions
Soft Skills (non-cognitive skills)
o Indirect
 Your First College Year (YFCY)
 Community College Survey of Student Engagement (CCSSE)
 Employer Follow-up-following the Graduate Follow-Up Report for CTE
graduates (formerly called the 180-day report), employers are surveyed.
The survey questions relate to academic and skill abilities needed in the
workplace, student success, and soft skills
Testing Reference Table
Specific assessment tools are associated with each North Central Missouri College degree or
certificate (see attached chart).
Testing Reference
Table
Scheduled Assessment Measures
To assure that assessment is ongoing, North Central Missouri College maintains the following
schedule, which includes assessment tools, position responsible for administration, dates, and
how results are used.
Assessment_Annual_
Student_Learning_Assessment_Reports_7-09[1].doc
Dissemination of Assessment Results
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North Central Missouri College makes results obtained through assessment of student learning
assessment available to appropriate constituencies, including students themselves through
multiple forums. The Assessment Website is a portal for academic and non-academic program
review executive summaries and general education reports. Other reports such as ACT, MAPP,
CBASE results are available on the Intranet. The course assessment Access database is also
accessible to College personnel. The public has access to Community College Benchmarking
and MDHE Benchmarking data.
COURSE ASSESSMENT PROCESS
The course assessment process allows instructors to collect and analyze information pertaining to
a specific course. First, preliminary data is collected including course goals, student information
related to completion, withdrawals, attendance, final grades, as well as, resources, and
instructional and assessment techniques. Next, faculty report success data per student learning
outcomes, including assessment tool(s), and the number of students exceeding, meeting, and
failing to meet expectations are entered. From this data, conclusions are drawn that result in a
plan of action for sustainment or improvement of the course. These changes are implanted, and
the process begins again. For record keeping, the instructor enters the summarized information
into a database that will generate longitudinal reports for the discovery of trends.
Course Assessment form
Course Assess
form_03-24-09.docx
Course Assessment step 2
assmt-next
step.docx
Course Assessment Process: The Feedback Loop
Plan
Adapt
Teach
Respond
Assess
Analyze
For the instructor, assessment can help answer the following questions:
 To what extent are students achieving the stated course competencies? Do minimum
standards need realigning?
 Is course sequencing effective in promoting student learning?
 Are the prerequisites and entry levels set at an appropriate level?
 Can topics be introduced in a more effective way to enable student learning?
 What parts of this course are students finding most valuable? (year to year trends)
 How can this course be changed for next time?
 What grades do the students receive?
For students, classroom assessment answers a different set of questions:
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



Does the student know what is most important?
Does the student know when they are mastering the course content?
How can the student improve study techniques for this course?
Does the student know what grade is being earned?
Answering these questions and others can inform and improve the quality of student learning in
the course.
Introduction to Course Assessment
Introduction to
Course Assessment.docx
To additionally strengthen the course assessment process, instructors are to arrange a follow-up
meeting with their division’s assessment consultant to review results and discuss strategies to
improve student learning. An action plan will be written, outlining changes to be made the next
time the course is taught. A course assessment checklist is used to guide this conversation.
Course Assessment
Check-revised_04-16-09.docx
The review includes:
 Basic course information including class time and days
 Student issues including attendance and course withdrawals
 Teaching resources
 Instructional techniques
 Assessment techniques
 Student Learning Outcome results
 Most importantly, based on the current and longitudinal data drafting the plan of action
for changes in instruction, teaching resources, and/or assessment techniques.
Student Opinion Questionnaires
These questionnaires are electronically administered for all courses each semester for all
instructors. The surveys are made available to all students through the college website and are
left open for students to fill out from week 12 to week 14. Multiple announcements are sent out
through student email accounts to encourage student participation. Many instructors allow class
time for students to log in to the computers and fill out the course evaluations. The
questionnaires are completed online using CourseEval. Each student will only have access to the
evaluations that correspond to their classes and are only able to submit one per class. The
evaluations are then tabulated and results and comments made available to faculty and
administration. The Dean/Division Chair and faculty member(s) will meet to discuss identified
concerns.
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Student Opinion Questionnaires
student opinion
questionnaire on-campus revised 3-2011.doc
Student Opinion Questionnaires (online)
student opinion
questionnaire online revised 3-2011.doc
ACADEMIC AND NON-ACADEMIC PROGRAM
Review of all programs and degrees effects positive change; this proactive thinking drives
strategic planning and is critical to the improvement of teaching and learning. The Academic
Program Review has been designed as a component of the overall assessment process, which
encompasses the elements needed to provide the necessary information. Program Review
Executive Summaries are made available to the public through the institution’s assessment
webpage.
Academic Program Review
Every program is reviewed on a five- year rotating schedule.
Program Evaluation
Rotation Schedule final10.docx
Five-year reviews are reflective in nature and involve an external review by a review panel
outside of the program/service area. Questions answered during these reviews pertain to purpose,
goal, alignment to mission and strategic plan, intended student learning outcomes, connection to
General Education competencies, evaluation process, student enrollment trends based on three
years of data, enrollment management practices, instructors, professional development activities,
advising practices, role of advisory committee (CTE programs only), recurring costs, and
conclusions (strengths, weaknesses, opportunities, and threats).
Academic program reviews are completed for: Associate in Arts degrees, Associate in Arts in
Teaching degrees, Associate in Applied Sciences degrees & Certificates (by department),
outreach, distance learning, Tech Prep, and dual credit.
Academic Program Review
Academic
Program-Degree Review
Non-Academic Program Review
The Non-Academic Program Review has been designed as a component of the review process.
The primary purpose and goal of the program is identified, as well as its alignment to the
College’s Mission and/or Strategic Plan. A number of questions are also answered during this
review process: What services are provided? How are goals and services communicated to
constituencies? How will students access these services? What is the cost of sustaining current
services? What professional development activities have been attended? How many students are
served? How will the program be evaluated for improvement and effectiveness? What impact
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does the program have on student learning? What conclusions can be drawn from the review
process (strengths, weaknesses, opportunities, and threats)?
Non-Academic Program Review Process
Non-Academic_Progr
am_Review
General Education/Accountability for Achievement of Educational Goals
The eight statewide general education goals constitute the foundation for the College’s general
education
ASSOCIATE OF
ARTS Advisement form- updated 1-08.doc
design and implementation. The forty-two credit-hour general education block
provides basic information as to how North Central Missouri College fulfills its obligation to
meet statewide expectations for accountability. Documentation includes relevant information as
to how assessments are administered, how student performance is measured, how results are
used for curriculum improvement, and how assessment processes are reviewed and validated.
Assessment of General Education Goals and Competencies
Next date for assessment
1. Skills Areas
Communicating
fall, 2013
Higher-Order
Thinking
spring, 2014
Managing
Information
spring, 2014
folded into the plan for Communicating and Social &
Valuing
Behavioral Sciences
2. Knowledge Areas
Social and
Behavioral Sciences
Humanities and Fine
Arts
Mathematics
Life and Physical
Sciences
fall, 2011
spring, 2012
fall, 2011
fall, 2013
Assessment Plan Review
The assessment Plan and Guidebook is reviewed annually by the assessment team for updates
and revisions.
REPORTED CHANGES/IMPACTS OF ASSESSMENT
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strategic_plan_nov_
2006[1].ppt
Changes from
faculty.xlsx
Changes from
Changes from
administration.xlsx student services.xlsx
RESOURCES
MDHE LINKS RELATED TO ASSESSMENT
Missouri Assessment Consortium--Guiding Principles on Assessment
http://www.dhe.mo.gov/macprinciples.shtml
Curriculum Alignment Initiative
http://www.dhe.mo.gov/casinitiative.shtml
Imperative for Change-MDHE objective 1.C
http://www.dhe.mo.gov/files/CoordinatedPlan.pdf
Learning Assessment in Missouri Postsecondary Education (LAMP)
http://www.dhe.mo.gov/lamp.shtml
ADDITIONAL RESOURCES
Culture of Evidence,
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3c/f6/5c.pdf
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ASSESSMENT ACTIVITIES UNDER THE WORKFORCE INVESTMENT ACT
INITIAL ASSESSMENT A preliminary evaluation of the applicants’ skill levels, aptitudes,
abilities and supportive service needs.
COMPREHENSIVE ASSESSMENT Specialized evaluation of the skill levels and service
needs of customers, which may include diagnostic testing, use of other assessment tools, in-depth
interviewing, and evaluation to identify employment barriers and appropriate employment goals.
FULL DEVELOPMENT OF AN INDIVIDUAL EMPLOYMENT PLAN Creation of a
documented strategy, which uses information gathered through self-assessment, initial
assessment and comprehensive assessment to identify the employment goals, appropriate
achievement objectives, and appropriate combination of services for the customers to achieve
employment goals.
OBJECTIVE ASSESSMENT (typically reserved for job-seeking customers with limited
employment/ educational history) an examination of the capabilities, needs, and vocational
potential of a participant. Objective Assessment is used to develop a service strategy and
education and employment goals. Such assessment is to be client-centered and diagnostic, an
evaluation of a participant’s educational and employment barriers taking into account the
participant’s family situation, work history, education, occupational skills, interests, aptitudes,
attitudes toward work, motivation, behavior patterns affecting employment potential, financial
resources and needs, supportive service needs, and personal employment information as it relates
to the local labor market.
Works Cited
Dwyer, Carol A. et al. “A Culture of Evidence.” Education Testing Service. 9 March 2009.
<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/
0000019b/80/3c/f6/5c.pdf>
MDHE. 2009. Missouri Department of Higher Education. 16 July 2009.
<http://www.dhe.mo.gov/academicindex.shtml>
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