2015-2016
Fourth Edition
Non-Academic Assessment Resource Guide
Helpful hints, tips and ideas for Unit Assessment
Non-Academic
Assessment
Committee
Table of Contents
C-GCC College Assessment
1
Timeline and Schedule for Assessment
2
Units At-A-Glance
3
Developing Outcomes
4
Assessment Measures
6
Establishing Standards
8
Data Collection
9
Development and Implementation of Action Plans
10
CGCC Non-Academic Assessment Plan 2014-2015
13
Resources and Tools
14
Non-Academic Assessment Related Terms
15
Appendix: Strategic Plan, Forms and Reports
18
End of the Year Committee Report
25
Unit Assessment Plan
28
Survey Approval Form
30
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Columbia-Greene Community College Assessment
A. What do we mean by assessment?
Assessment at Columbia-Greene “begins with the end in mind.” Like a college’s
manuscript, it tells the story of the operational data and plan. With this information at hand we
can play the role of manuscript editors, examining areas in need of refinement, revision, or
efficiencies. This resource guide will serve as a helpful tool as you carry out assessment, gaining
information about ongoing work throughout the college, finding overlaps, targeting potential
areas for integration, matching assessment standards and reviewing timelines. Your unit serves
as a pathway to decision-making, as the work that you carry out directly supports the college
mission.
Although we may all work together in the same building for years, we may not
necessarily have detailed knowledge about what goes on in each other’s units or departments.
For example, faculty in offices next door to one another may have partial knowledge about what
goes on in each other’s classrooms. This is normal as we often work independently as part of a
cohesive whole institution. Books, concepts, assignments and exams are unfamiliar to distinct
faculty. Likewise, although faculty work closely with the academic support center we have
limited information as to how each unit operates. If there are gaps among units within buildings,
then there are virtual Grand Canyons among the entire school. If there were little real-time data
available, there would result in two polarized tendencies. One is to become rigid and lock step
with what we are already doing, giving the impression that everything is under control exactly
the way that it is. The second is to become too loose and vague that no one has a clue what is
going on. To make sense of our students and our work experience over time, we need to zoom
into our practices and not lose sight of a wide-angle lens or perspective. With data from
assessment we can efficiently and sustainably understand, make changes to and improve our
experiences. This guide will help describe the procedures for that assessment process.
The fourth edition of the resource guide is designed to directly assist you as you develop
and refine your unit plans, collect data and use your assessment results in a variety of ways.
Budget justifications, improvements and unit efficiency and a connection to enrollment,
retention and completion where applicable serves as a general or very focused snapshot of your
work. The guide has been updated to include our focus from the year and collaboration from
the IAPG, AAC and Strategic Planning committees. We have also included examples from past
CGCC Unit Plans within the guide. The updates reflect your suggestions as well. Please feel free
to contact a NAC member to assist in your efforts along the way. Thank you for your efforts.
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B. Procedure and Protocol and Timeline for Non-Academic Assessment
1. August to June
NAC Committee meets monthly
2. Late August through September
All College Meeting Day-Draft Unit Plan & VP/ Dean Review- Collaboration
3. September until October
Unit Plan (Page One)
Completed in September in conjunction with your VP/Dean
Submit to Non Academic Assessment Committee in October as email
attachment
4. November
NAC Approves Unit Plan
NAC will notify respective VP/ Dean and provide a copy of your Unit Plan
(Page one)
5. December through April
Collect Data and Complete Unit Plan Results (Page 2)
NAC will support your efforts as this is the time to reach out to the
committee for information.
6. May 6th 2016
Unit Plan Results (Page 2) submit to Non Academic Assessment Committee
as email attachment
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C. Using the Guide
Refer to this resource as a helpful guide in completing Non-Academic Assessments. You may refer to
sections while drafting your Unit Assessment Plans or glance at past models. In addition, the NonAcademic Assessment Related Terms may help you decipher reports that you find helpful in
understanding assessment or broadening your assessment related vocabulary. Referencing the guide may
also enable you to relate to others’ Non-Academic Assessment Plans or provide future ideas. Please feel
free to contribute ideas or suggestions to future guides by contacting the Non-Academic Assessment
Committee on campus.
D. What is an Assessment Ally?
NAC committee members intentionally represent a diverse range of institutional departments and
services. In each of your units and areas you may find a NAC committee member best prepared to assist
you. In other words, an “ally”. Allies may assist and support the creation and implementation of your unit
plan by providing additional ideas as a “second set of eyes”, proofreading, editing and wording. We also
have knowledge of what other units are working on and how your plan fits within the strategic plan or
what is happening on the academic side of the college. In order to best assist you through the steps of
completing your unit plan, please reach out to your assessment Ally. He or she will gladly help!
5. NAC Committee Members 2014-2015
Nicole Strevell
Assistant Professor of History
Chair/Coordinator
President’s Area Assessment Ally
Diana Smith
Research Analyst, Technical Assistant II for Institutional Research
President’s Area Assessment Ally
Jen Colwell
Business Office
Academic Affairs Assessment Ally
Karen Fiducia
Clerk Typist for Student Activities
Academic Affairs Assessment Ally
Leslie Rousseau
Advising Counselor
Administration Assessment Ally
Jan Winig
Coordinator/Programmer for CIS
Administration Assessment Ally
Casey O’Brien
Institutional Research Director
Student Services/Enrollment Management Assessment Ally
Harold Lansing, Jr.
Head Maintenance Worker
Student Services/ Enrollment Management Assessment Ally
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Non-Academic Assessment Units At-A-Glance
President’s Area
President
Board of Trustees
Foundation
Public Relations
Academic Affairs
Vice President
Academic Support Center
Advising
Community Services
Computer Information Systems
Institutional Research
Library
Administration
Vice President
Facilities
Accounting
Bursar
Security
Human Resources
Purchasing
Association: Bookstore or Daycare
Student Services/Enrollment Management
Vice President
Accessibility Services
Admissions
Athletics
Counseling/Career
Financial Aid
Health Services
Registrar
Student Activities
It is anticipated that each unit listed above will conduct ongoing and meaningful assessment
each year. Please contact your Assessment Ally to review past assessment in your area if needed.
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Columbia-Greene Community College
Non-Academic Assessment Committee Resource Guide
“Begin with the end in mind.”
Identification of Unit Outcomes
Unit outcomes are the long-range, general statements of what the unit intends to deliver. They
provide the basis for determining more specific outcomes and objectives of the unit. The chief
function of unit goals is to provide a conduit between specific outcomes in any particular area
and the general statements of the college mission statement. Thus, unit outcomes should be
crafted to reflect the goals of the college mission statement/strategic plan and also be
connected to budget requests.
How to develop unit outcomes: Outcomes should describe current services, processes, or
instruction. It is often helpful to create a list of the most important things your unit does. This is
the first step as you draft your plan. Then, create a master list of the key services, processes or
instruction. From that list, a set of outcomes can be created. Consider what problems you are
trying to solve. The numbers of outcomes are unique to the specific unit. For each assessment
cycle, it is recommended that one or two outcomes are assessed, and over a three to four year
period, all of your unit outcomes are assessed.
10 Characteristics of good outcomes:
 focus on a current service, process, or instruction
 under the control of or responsibility of the unit
 meaningful and not trivial
 measurable, ascertainable and specific
 lend itself to improvements
 singular, not bundled
 not lead to “yes/no” answers
 describe current services, processes or instruction
 use active verbs in the present tense (unless a learning outcome)
 measure the effectiveness of the unit (using descriptive words)
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Unit Outcomes Should:
● Be clearly and succinctly stated. Make the unit outcome clear and concise; extensive detail is
not needed at this stage.
● Be under the control or responsibility of the unit.
● Be ascertainable/measurable.
● Lend itself to improvements. The process of assessment is to make improvements, not simply
to look good. The assessment process is about learning how the unit can be better,
so do not choose an outcome that will measure something the unit is already doing
well.
● Focus on an outcome that is meaningful. Although it can be tempting to measure something
because it is easy to measure, the objective is to measure that which can make a
difference in how the unit functions and performs.
● Focus on outcomes that measure effectiveness. If the answer to the outcome is a “yes/no”
response, the outcome has not been written correctly and, when measured, may not yield
actionable data. We recommend use of descriptive words regarding the service or function.
● Outcomes should be phrased with action verbs in the present tense that relate directly to
objective measurement.
Example of a Problematic Unit Outcome:
Example 1: The Office of Institutional Research will ensure that 90
Percent of departments will submit their annual Institutional Effectiveness plan on time.
Problems:
a) The unit does not have control over this outcome. While we certainly hope this
goal can be achieved, and it is important, the outcome itself is not appropriate for
the assessment of this unit’s outcomes because there is no direct control.
b) In addition, this outcome is stated in the future tense, implying that it may be a
future goal or initiative, rather than a current service or process.
Example of a Suitable Unit Outcome:
Online course evaluations have an overall response rate of at least 60%.
Questions to Consider When Reviewing the Design of Outcomes
 Is the outcome stated in terms of current services, processes, or instruction?
 Does the unit have significant responsibility for the outcome with little reliance
on other programs?
 Will the outcome lead to meaningful improvement?
 Is the outcome distinct, specific, and focused?
Any answer other than “yes” to the above questions is an indication that the
outcome should be re-examined and redesigned.
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Identification, Design, and Implementation of Assessment Tools that
Measure the Unit Administrative Outcomes
What should an assessment measure do?
An assessment measure should provide meaningful, actionable data that leads to improvements.
Therefore, one should not choose to assess something with which one is satisfied. The purpose
of assessment is to look candidly and even critically at one’s unit or department to measure and
collect data that will lead to improvements. The purpose of assessment measures is to gather
data to determine achievement of the unit outcomes selected during the specific assessment
cycle. Consider the method as a tool to gather information to help solve a problem.
An assessment method should answer the questions:
 What data will be collected?
 When will the data be collected?
 What assessment tool will be used?
 How will the data be analyzed?
 Who will be involved?
It is important that the assessment be directly related to the outcome. For example, if an
outcome is designed to measure community satisfaction with community continuing education,
and then the assessment measure counts the number of continuing education courses, there is a
misalignment between the outcome and the measure. In this case, the measure should be an
evaluation survey.
An assessment method should include:
 A clear and specific description of what data will be collected.
 A definitive and specific timeframe for when and by whom the data will be collected.
Will it be measured and collected during one specific month? A full year? By whom?
 A clear and specific description of the assessment tool which will be used. Will it be a
systems log? Or will it be a survey? Other?
 A clear and specific description of how the data will be analyzed.
Examples of types of assessment methods:
 Quantitative Data – response time, accuracy, cost savings, efficiency
 Student or Staff Satisfaction Level – surveys, focus groups, observation of client behavior
 External or peer comparisons – auditors, fire marshal, other outside agencies
A Note about Using Surveys: Be sure to fill out proper forms and notification before
distribution from Institutional Research. Attach your survey instrument to the Unit
Assessment Plan.
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Example of an Outcome and Appropriate Assessment Measure:
Outcome:
Keep computer hardware current to support teaching and learning.
Assessment Measure:
Calculate the age of each computer.
Send a survey to all the faculty whose program majors are up for
review.
Checklist for an Assessment Measure
An Assessment Measure should:
 Be directly related to the outcome
 Consider all aspects of the outcome
 Be designed to measure/ascertain effectiveness
 Multiple assessment measures should be identified, if possible, be complemented by a
second assessment measure
 Provide adequate data for analysis
 Provide actionable results
 Outline in detail a systematic way to assess the outcome (who, what, when, and how)
 Be manageable and practical
Questions to Consider when Reviewing the Design of Assessment Measures:
 Are assessment measures for each outcome clearly appropriate and do they
measure all aspects of the outcome?
 Have multiple – at least two – direct assessment measures been identified?
 Are the assessment measures clear and detailed descriptions of the assessment
activity (who, when, what, and how)?
 Do the assessment measures clearly indicate a specific time frame for conducting
assessment and collecting data?
 Does the measure reflect different campuses and locations, if appropriate?
Any answer other than “yes” to the above questions is an indication that the assessment
measure should be re-examined and redesigned.
Assessment measures are usually divided into two broad classes: direct and indirect measures.
Direct Measures: are those in which actual behavior is observed or recorded and the measured is
derived from that information. These are generally preferable for the assessment of specific
objectives, although some objectives may only be measurable with more indirect methods.
Indirect Measures: include those in which participants report their attitudes, perceptions or
feelings about something. Usually in the form of a survey.
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Establishment of a Standard
A standard is the benchmark for determining the level of success for the unit outcome. Setting
the standard determines the criterion or level that is acceptable. The standard is the target that
the unit seeks to achieve. You may determine your standard through the use of internal data
and knowledge, or external research and benchmarks.
How standards should be expressed:
Standards should be specific. The standard should be clearly stated with actual numbers.
Standards should avoid words such as “most,” “all,” or “the majority.” Specific and actual
numbers should be utilized.
Standards should not utilize target goals of 100 percent. If a target of 100 percent is set,
the standard set is either unrealistically high or there is an implication that staff has selected a
target they already know can be universally achieved. If unit is expected to consistently attain
100 percent due to legal or financial regulations or guidelines, it is recommended that the unit
state that in the standard.
Example of a Unit Outcome, Appropriate Assessment Measure and Standard:
Outcome:
The Academic Dean’s Office is responsible for the academic offerings at the
College, including credit courses, programs, curricula, and course and program assessment.
It will ensure that students are knowledgeable and prepared to make informed decisions
regarding their courses and schedules.
Goal 4: Student Centered
Objective 1: The College will foster an atmosphere where students feel connected to the learning
environment.
Assessment Methods: S.O.S Data 2013 (Academic Experience #4 & #5)
Review feedback from students and advisors
Standard: 85% of students will indicate having a year of schedules is helpful to planning.
Checklist for a standard:
A standard should:
 Be specific
 Avoid vague words such as “most” or “majority”
 Generally not be stated in terms of “all” or 100%”
 Directly relate to the outcome and assessment measure
 Use item analysis where appropriate, not averages
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Questions to Consider when Reviewing the Design of standards:
 Have appropriate achievement targets been clearly stated for each measure?
 Do achievement targets address different campuses and locations?
 Has a brief rationale been offered for the selection of the achievement target?
 Is the achievement target specific and devoid of vague words?
 Is the achievement target directly related to the outcome and assessment method?
Any answer other than “yes” to the above questions is an indication that the standard
should be re-examined and redesigned.
Review of Assessment Plans for Non-Academic Units
Steps 1 through 4, as outlined and explained above, constitute the Unit Assessment Plan.
Members of the NAC committee will review all Assessment Plans for all Non-Academic units.
Please see timelines and check- in dates attached.
Results & Findings
After the outcome, assessment measures and standards have been identified and
implemented, data of that implementation must be collected and the findings analyzed. In
this regard, the shift is from planning the assessment to conducting it.
What data collection and findings should include.
A summary of the findings should be reported in specific detail using actual numbers, not
vague words such as “most” or “a majority.” It is necessary to report findings in terms of
percentages and actual numbers. Because reviewers will not be experts in your field, avoid
the use of technical or field-specific language, and be certain that the findings are reported
clearly and succinctly. Most importantly, be certain that the findings are reported in a
manner that indicates if the achievement target was met and aligns with the actions the unit
personnel will decide to implement in order to make improvements. On your unit plan, you
will be asked to report if you check if you have exceeded, met or did not meet your
standard.
Example of a meaningful and ongoing report on Results and Findings:
Based on 50 students average in attendance.
Fall 2013
Sept. 17, 13
New Programs
Dash for Dollars/Game Show
Attendance
63
Result +13students
Sept. 24, 13
Levi Stephen Band/Singer
60
Result +10 students
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Spring 2014
New Program
Feb. 25, 14
Tom Krieglstein/Speaker
Mar. 25. 14
April 1, 14
Mieka Pauley
Jessica Kirson
Attendance
62
Result +12 students
45
Result
65
Result +15 students
- 5 students
 Standard Met
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Checklist for Data Collection/Findings
Data Collection/Findings should:
 Indicate whether you have exceeded, met or did not meet standard
 Provide detailed data that connects to your action plan
 Include sample size in the description
 Use specific numbers
 Avoid technical language
 Align with outcome and standard
 Be clearly and succinctly presented
 Support actions taken later to improve
Questions to Consider when Reviewing the Findings:
 Does the data analysis yield information that can be used to determine to what extent
the outcome is being achieved?
 Is the data reported in sufficient detail to effectively describe and document the outcome
assessment results?
 Is the analysis linked to the specified standard?
 Does the analysis take into consideration different campuses and locations, if applicable?
Any answer other than “yes” to the above questions is an indication that the data
collection/findings should be re-examined and redesigned.
Development and Implementation of an Action Plan Based on
Assessment Results to Improve Attainment of Unit Outcomes
This last step in the assessment process is often referred to as “closing the loop.” However,
assessment is ongoing at CGCC. The chief aim of assessment is improvement. Keep in mind that
assessment is cyclical. The previous assessment activities are of little importance unless the
results are utilized to improve services, processes or instruction.
It is critical to put into place some mechanism which will indicate if the implemented changes
have the desired effect. If a unit implements changes in response to the assessment results, it is
vital to have a mechanism for assessing the results of the changes. The timeline for determining
whether any implemented changes had the desired effect will vary depending upon the changes
put into place. The method for determining whether the change has had the desired effect may
be as simple as repeating the previous assessment measures. Thus, the assessment process is
cyclical and ongoing in nature as it moves through the process of assessment, review,
identification of changes needed, implementation of those changes and subsequent phase of
assessment.
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What Action Plans Should Accomplish:
1.
2.
3.
4.
5.
Address gaps or weaknesses identified by the assessment results
Demonstrate a relationship between the outcome and the results from the data collected
Set forth a plan that is described in detail and not in general terms
Set forth a substantive, specific and non-trivial plan of action
Set forth a plan that does not include words such as “continue” or “maintain.” The goal
of assessment is to effect improvement, and words such as continue and maintain
indicate that no improvement will be effected
6. Set forth a plan that is manageable and practical
Example of a Unit Outcome, Results, Findings and Action Plan:
Outcome: Students will report that the communication from the OAS Office, through the Blackboard
course, was helpful in terms of facilitating access to college programs and activities.
Results: The standard was met for students that expressed satisfaction with the OAS Blackboard presence
as it facilitates equal access to college programs and activities.
Findings: Standard Met
Action Plan: Those students that make a practice of using Blackboard for their course work will continue to
access the OAS course for guidance and follow through with requests for accommodations. Those students
that don’t access Blackboard will continue to find that practice to be a hindrance to their educational
success on many levels. A few responses to the Student survey indicated that confirmation of appointments
with OAS should be posted to their Blackboard account. OAS is exploring on-line request forms.
Checklist for an Action Plan
Action Plans Should:
 Be included, even if target met
 Address gaps identified by assessment results
 Provide details of improvement made
 Indicate how likely the action taken will improve achievement of outcome
 Relate outcome and the findings
 Be substantive, not trivial
 Avoid words like “continue” or “maintain”
 Be manageable and practical
Questions to Consider when Reviewing the Action Plan:
 Are the decisions set forth in the action plan based on assessment results and
analysis?
 Are the action steps clearly stated and easily understood by someone outside of
the program?
 Does the action plan directly relate to accomplishing the intended outcomes?
 Does the plan reflect improvements at the different campuses and locations, if
appropriate?
Any answer other than “yes” to the above questions is an indication that the data
collection/findings should be re-examined and redesigned.
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Review of Assessment Reports for Non-Academic Units
Along with some overall analysis, questions about the annual process, Steps 5 and 6, as outlined
and explained above, constitute the Assessment Report. Members of the Non- Academic
Assessment Committee will review and assess Assessment Reports for Non-Academic units. Your
assessment plan will be posted on the intranet for quick reference and kept on file at the
Institutional Research Office.
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Non-Academic Assessment Plan***as of 2014-Aug 2016
Step 1: The President shares the annual report card and strategic priorities with the campus
community at “All College Day” in August of each year. Non-academic units participate in
“Assessment Day” activities.
Step 2: Department heads and directors review progress on action plans and align their
program and department goals with the strategic goals and priorities. Assessment plans for this
cycle are formed.
Step 3: The Unit and VP determine which activity(s), opportunity(s), program(s) or service(s) to
assess in this cycle.**
Step 4: The Unit creates an assessment plan and a timeline for completion (based on type of
assessment, when and how data would be collected, etc.)
Step 5: The VP approves the assessment plan and timeline.
Step 6: Units attend a NAC meeting during the fall semester to discuss their plans and timeline.
NAC co-chairs present this information to the IAPG.
Step 7: The Unit performs the assessment, compiles and interprets the results, and submits it to
the VP. The VP reviews the results and has a discussion with the Unit about using them in
planning, resource allocation, budget requests, etc. An “Action Plan” is created.
Step 8: The Unit submits the assessment plan, results, action plan and timeline for
implementation and reassessment to the Non-Academic Assessment Committee (NAC) during a
NAC meeting in the spring semester or soon after, depending on the assessment timeline. NAC
chairs presents this information to the IAPG.
Step 9: The unit implements the action plan, and then reassesses the outcome to measure
improvement. (Closing the loop) The unit submits a final report to the VP for approval. The
approved assessment is shared at the next NAC meeting. NAC chair presents the information to
the IAPG.
Step 10: Go back to Step 1. (Note: Some assessment plans, and re-assessment activities may
overlap, depending on the timeline for collecting data for each)
**Ideally, all Units should be assessing at least one activity, program or service related to the
Strategic priorities set by the College President each year.
09/2012
08/2014
08/2015
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Assessment Related Resources and Tools
On the Web:
ANNY Assessment Network of New Yorkhttp://www.oneonta.edu/anny/
SUNY Council on Assessmenthttp://www.sunyassess.org/
Middle States Commission on Higher Educationhttp://www.msche.org/
National Center for Post-Secondary Improvementhttp://www.stanford.edu/group/ncpi/unspecified/assessment_states/instruments.html
Vanderbilt University Assessment Best Practiceshttp://virg.vanderbilt.edu/AssessmentPlans/Best_Practices.aspx
At CGCC:
NAC is on the Intranet!
Columbia-Greene Planning and Assessment
http://employees.sunycgcc.edu/default.aspx
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Non- Academic Assessment Related Terms
Accreditation: The designation that an institution earns indicating that it functions appropriately
with respect to its resources, programs, and services. The accrediting association, often
comprised of peers, is recognized as the external monitor. Maintaining fully accredited status
ensures that the university remains in compliance with federal expectations and continues to
receive federal funding.
Assessment: A systematic, ongoing process to identify, collect, analyze, and report on data that
is used to determine program achievement. Results are used for understanding and improving
student learning and administrative services and operations.
Assessment instrument: A tool used to evaluate assignments, activities, artifacts, or events that
support outcomes or objectives. These can be measurement tools such as standardized tests,
locally designed examinations, rubrics, exit interviews, or student, alumni, or staff surveys.
Assessment plan: A document that outlines and describes assessment activities, including
identifying learning outcomes or program objectives, methods, and criteria. The plan should
include enough detail that anyone could read it and know exactly what to do to implement the
plan. The plan should be reviewed frequently and revised any time new learning or operational
goals are identified. Generally, programs update assessment plans early each academic year and
submit results, analyses, and action plans by the following fall.
Benchmark: A point of reference for measurement; a standard of achievement against which to
evaluate or judge performance. A unit may use its own past-performance data as a baseline
benchmark against which to compare future data/performance. Additionally, data from another
(comparable, exemplary) institutions may be used as a target benchmark.
Close the loop: The phrase indicates the ability to demonstrate—through a cycle of collecting,
analyzing, and reporting on data—continuous improvement of curricular, programmatic, or
operational efforts.
Criterion: Identifies the target or minimum performance standard. For non-academic units, the
criterion establishes a target in terms of a number or percentage.
Culture of assessment: An institutional characteristic that shows evidence for valuing and
engaging in assessment for ongoing improvement.
Direct measures: Those in which actual behavior is observed or recorded and the measure is
derived from that observation. Direct measures are generally preferable for the assessment of
specific objectives, but some objectives may only be measurable with more indirect methods.
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Effectiveness: The degree to which programs, events, or activities achieve intended results.
Effectiveness indicates how well the curriculum, program, and even the university, achieves their
purpose.
Embedded assessment: Denotes a way to gather effectiveness information that is built into
regular activities. When assessment is embedded, it is routine, unobtrusive, and an ongoing part
an operational process.
Evaluation of results: The process of interpreting data. The evaluation compares the results to
the intentions and explains how they correlate.
Feedback: Providing assessment results and analysis to interested constituents in order to
increase transparency. Information can be communicated to students, faculty, staff,
administrators, and outside stakeholders.
Goal: A broad and un-measurable statement about what the program is trying to accomplish to
meet its mission.
Indirect measures: include those in which participants report their attitudes, perceptions, or
feelings about something, usually in the form of a survey.
Institutional Effectiveness (IE): The term used to describe how well an institution is
accomplishing its mission and how it engages in continuous improvement.
Instrument: An assessment tool that is used for the purpose of collecting data.
Measure or Method: Describes the procedures used to collect data for assessing a program,
including identifying the activity and the process for measuring it.
Middle States Commission on Higher Education-The Middle States Commission on Higher
Education is a voluntary, non-governmental, membership association that is dedicated to quality
assurance and improvement through accreditation via peer evaluation. Middle States
accreditation instills public confidence in institutional mission, goals, performance, and
resources through its rigorous accreditation standards and their enforcement.
Mission statement: Explains why a program or department exists and identifies its purpose. It
articulates the organization’s essential nature, its values, and its work and should be aligned
with institutional mission.
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Non-Academic Assessment Committee: Works with the Director of Institutional Research for
advisement regarding internal and external data sources and for assistance with communicating
this information to the non-academic units.

Provide information, training, and guidance to non-academic units regarding assessment
processes.
Seek out opportunities for professional development training and assessment activities.

Promote use of assessment data as a mechanism to support the College planning,

assessment, and budget cycle.

Oversee progress of unit level assessment as per the schedules developed for the offices
of the president and vice-presidents.

Collect and disseminate information concerning assessment activities to the C-GCC
intranet.

Collect and disseminate assessment plan information to the Institutional Assessment
Planning Group (IAPG).
Objective measure: A score, grade, or evaluation that relies on a consistent, valid, and predetermined range. It does not depend on a subjective opinion.
Peer assessment: The process of evaluating or assessing the work of one’s peers.
Qualitative data: Non-numeric information such as conversation, text, audio, or video.
Quantitative data: Numeric information including quantities, percentages, and statistics.
Reliability: The extent to which an assessment method produces consistent and repeatable
results. Reliability is a precondition for validity.
Results: Report the qualitative or quantitative findings of the data collection in text or table
format. They convey whether the outcomes or objectives were achieved at desired levels of
performance.
Sample: A defined subset of the population chosen based on 1) its ability to provide information;
2) its representativeness of the population under study; 3) factors related to the feasibility of
data gathering, such as cost, time, participant accessibility, or other logistical concerns.
Triangulate/-tion: The use of a combination of assessment methods, such as using surveys,
interviews, and observations to measure a unit outcome.
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Unit outcome: Intended outcomes that reflect the area or service that can be improved using
current resources and personnel and are assessable within one assessment cycle. Unit outcomes
should be under the direct control of the unit and in-line with a Strategic Plan goal, objective,
and strategy. For units, outcomes are primarily process-oriented, describing the support
process/service the unit intends to address.
Validity: The extent to which an assessment method measures or assesses what it claims to
measure or assess. A valid assessment instrument or technique produces results that can lead to
valid inferences.
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Appendix
Strategic Plan
End of Year Committee Report
Forms and Reports
Unit Assessment Plan Template
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STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016
Focus:
2011 2012
2013
2014
2015
Enrollment & Retention
2016
Enrollment, Retention, and Completion
Objective = Outcome
Standard = Indicator
Measurement = Data Source
( ) Information in brackets are only examples and not inclusive lists
Goal 1: Quality Education
(VP/Dean Academics)
Objective 1: Students will attain core academic proficiencies as defined in our Academic
Philosophy
Standard: All programs are in alignment with the academic philosophy.
Measurement: Assessment of the Major, with SUNY GED review, Student Opinion Survey
(S.O.S.) with local questions for Academic Philosophy, graduate survey N.C.C.B.P., nonacademic assessments.
Objective 2: Student Academic Support Services will reflect the College’s commitment to
excellence.
Standard: The College’s Academic Support Services will compare favorably with peer
institutions.
Students and faculty will report that Student Academic Support Services meet or exceed
expectations.
Measurement: S.O.S., Graduate Survey, N.C.C.B.P., non-academic assessments, retention rate,
SUNY reports.
Objective 3: The teaching and learning environment will meet or exceed student
expectations.
Standard: Students report they are satisfied with the teaching and learning environment.
The Transferability of the College’s Academic Programs will compare favorably with peer
institutions.
College graduation rates will compare favorably with peer institutions.
Measurement: S.O.S., Student evaluations of teaching, Transfer and Graduate rates, Academic
Performance of Transfers, graduate survey.
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STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016
Focus:
2011 2012
2013
2014
2015
Enrollment & Retention
2016
Enrollment, Retention, and Completion
Objective = Outcome
Standard = Indicator
Measurement = Data Source
( ) Information in brackets are only examples and not inclusive lists
Goal 2: Accessibility
(VP/Deans Administration, Academics, Student)
Objective 1: Affordability
Standard: Maintain tuition and fees comparable to SUNY peers
Maintain or increase scholarship opportunities for students
Students will report satisfaction with cost of College.
Measurement: SUNY peer benchmarking, S.O.S., non-academic assessment (Foundation,
Business Office)
Objective 2: Prepare academically challenged students for College success.
Standard: Increase long-term academic performance of students taking transitional courses.
Measurement: N.C.C.B.P., SIRIS reporting of grades, and course assessments.
Objective 3: Diversify the student population
Standard: Maintain optimum level of students by recruiting in new markets
Measurement: SIRIS reporting of # of registered students (who are early admits, distance
learning, veterans, international, etc.); DOL referrals, Enrollment Management non-academic
assessment, monthly admissions reports, S.O.S., non-traditional student population
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STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016
Focus:
2011 2012
2013
2014
2015
Enrollment & Retention
2016
Enrollment, Retention, and Completion
Objective = Outcome
Standard = Indicator
Measurement = Data Source
( ) Information in brackets are only examples and not inclusive lists
Goal 3: Excellent Facilities (VP/Deans Administration, Academics, Student)
Objective 1:
Provide a physical infrastructure that supports the College’s commitment to educational
excellence.
Standard:
Maintain adequate availability of teaching environments.
Measurement:
Room usage statistics, OAS (Office of Accessibility Services) reports, equipment in classroom
data, community use satisfaction survey.
Objective 2: Provide effective technology that support teaching and learning outcomes.
Standard: Adhere to the academic and administrative technology plans.
Students will report satisfaction with technology.
Measurement: Assessment of the Major, Program Accreditations (for example Automotive,
Computer Science), Non-academic assessments (CIS, Library, ASC) S.O.S
Objective 3: Maintain a Safe and Secure Campus
Standard: Students report they are satisfied with the College environment in that they feel
safe.
Measurement: Campus safety statistics, Incident Reports, Emergency Management Plan,
S.O.S., Non-academic assessments.
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STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016
Focus:
2011 2012
2013
2014
2015
Enrollment & Retention
2016
Enrollment, Retention, and Completion
Objective = Outcome
Standard = Indicator
Measurement = Data Source
( ) Information in brackets are only examples and not inclusive lists
Goal 4: Student Centered
(VP/Deans Academics, Student)
Objective 1: The College will foster an atmosphere where students feel connected to the
learning environment (in achieving goals for graduation and/or career and/or successful
transfer.)
Standard: Maintain current faculty/student contact structure.
Measurement: Retention data, IPEDS, SIRIS reporting on Faculty/Student ratio; Transfer and
Graduate rates, Academic Performance of Transfers, N.C.C.B.P., SOS.
Objective 2: The College will foster an atmosphere where students feel connected to the
College in a personal way.
Standard: College services will remain accessible and provide effective service.
Measurement: S.O.S., Graduate Survey, Non-academic assessments (Student Development.)
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STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016
Focus:
2011 2012
2013
2014
2015
Enrollment & Retention
2016
Enrollment, Retention, and Completion
Objective = Outcome
Standard = Indicator
Measurement = Data Source
( ) Information in brackets are only examples and not inclusive lists
Goal 5: Service to the Community (VP/Deans Administration, Academics, Student)
Objective 1: The College will effectively serve the social, cultural needs of its local community.
Standard: The College will offer a variety of programs and services responsive to the
community. (Non-credit course offerings, Lectures, Concerts, Outside Group Facilities Use,
Summer Camps, etc)
Measurement: Board of Trustees Facilities Use Report, Non-academic assessments (CS, AV
Media, Library, PR, Student Services), non-credit instructional activities survey (NCIA).
Objective 2: The College will provide business and industry training needs for its local
community.
Standard: The College will offer a variety of training responsive to the community.
Measurement: Non-academic assessments
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STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016
Focus:
2011 2012
2013
2014
2015
Enrollment & Retention
2016
Enrollment, Retention, and Completion
Objective = Outcome
Standard = Indicator
Measurement = Data Source
( ) Information in brackets are only examples and not inclusive lists
Goal 6: Sound Management
(President)
Objective 1: The College will maintain its public trust.
Standard: Continuous “no-exception” Third-Party Review Audit Reports/State & Federal
Regulation Compliance
Measurement: Audit Reports Compliance, Non-academic assessments (Business Office,
Financial Aid)
Objective 2: The College will meet its mission efficiently and effectively.
Standard 2.1: Maintain Positive Fund Balance equivalent to the Government Standard Board
of 5-15%
Measurement: Fund Balance, Consistent Positive votes on College budget by the two County
sponsors
Standard 2.2: The College will maintain compliance with the standards set forth by relevant
accrediting bodies.
Measurement: Accreditation Reports; Maintain accreditations
Objective 3: The College will increase development efforts for outside and non-traditional
resources.
Standard: Adhere to the College Foundation’s strategic plan to create a major fundraising
event. The event will generate $50,000 in new revenue.
Measurement: Foundation board minutes related to discussion of the fundraising events,
Non-academic assessments, comparable financial statements.
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End of Year Committee Report
Each Committee is being asked to fill out a year-end report that
demonstrates major actions taken throughout the year. This summary
will serve as a reflective exercise and the information that it
provides may aid in our assessment efforts.
During the last committee meeting, please take the time to reflect
and make note of the committee’s major accomplishments. Then,
consider future goals or ideas related to the charge of the
committee. You may also make additional notes for future
reference.
Once completed, this report may be submitted to the President.
This information will also be posted on the intranet for reference
from other institutional Units at C-GCC. In addition, these
reports will enable us to easily reference actions taken across
the campus from various Non-Academic units.
Thank you for your time and dedication to Columbia-Greene
Community College.
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END OF YEAR COMMITTEE REPORT
Name of Committee________________________ Year____________
Committee Chair(s)_________________________________________
Names of Members:
________________________________
____________________________
________________________________
____________________________
________________________________
____________________________
________________________________
____________________________
________________________________
____________________________
Charge or Mission:
Please List Major Actions Taken:
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Outstanding Goals or Future Plans:
Additional Notes:
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Columbia-Greene Community College
Survey Approval Form
Completion of this form is required to conduct survey research at C-GCC. Please return this form to
the Office of Institutional Research at least 2 weeks prior to your projected survey start date.
Name
Department
Survey Start Date
Survey End Date
Please provide a brief description of your survey.
Include information regarding the survey’s:
1. objective (e.g. to measure student satisfaction with a particular course topic)
2. target population (e.g. students from a particular class)
3. mode of administration (e.g. in-person, SurveyMonkey, Email, Phone, etc.)
Has this survey been administered at C-GCC in the past?
Yes
No
Not Sure
***Please also attach your survey to this form***
Dean Approval
Signature
Survey Request Approved
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________________________________
Signature
Date
__________________________
Date
Page 31
2015 – 2016
UNIT ASSESSMENT PLAN AND REPORTING FORM
AREA
Select your Area
UNIT(S)
Select your Unit
AUTHOR
Enter your name
Specify any additional units here
PART 1
OUTCOME(S)
Select Strategic Goal, Select Objective
Enter a brief, clear statement describing your desired
outcome in relation to broader goals
ASSESSMENT METHOD
Describe how you intend to measure
the proposed outcome
STANDARD(S)
Specify a criterion or target that will
indicate successful achievement of
the proposed outcome
To propose additional outcomes, click the (+) symbol
at the bottom-right corner of this table
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2015 – 2016
UNIT ASSESSMENT PLAN AND REPORTING FORM
PART 2
RESULTS
Briefly describe the results and indicate whether the standard(s)
were met, unmet, or exceeded.
ACTION PLAN
What actions were taken or will be taken based on the results?
BUDGETING AND RESOURCE ALLOCATION
Will these results be used to support or justify an upcoming
budget proposal? Please explain.
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