Assessment Reporting Overview
The Office of Institutional Assessment and QEP has established a periodic assessment reporting process to ensure that all Educational Programs engage in the continuous improvement process thereby meeting SACSCOC expectations of Institutional Effectiveness (IE).
STUDENT, ADMINISTRATIVE AND ACADEMIC SERVICES STUDENT LEARNING OUTCOMES ASSESSMENT
The student, administrative and academic support services departments assessment of student learning is the process for collecting and reviewing data related to student achievement (e.g. enrollment, retention, completion) and the effectiveness of the department’s operations (e.g. promoting student outreach, improving student or end user satisfaction such as enhancing service delivery) and using that information to not only continuously enhance student services and cultivate student success, but to also align initiatives, policies, and operational procedures with the institution’s mission and strategic plan.
STUDENT, ADMINISTRATIVE, AND ACADEMIC SERVICES STUDENT LEARNING OUTCOMES ASSESSMENT
The student, administrative, and academic support services departments make a contribution to the College’s mission. These departments have a predominantly student-oriented purpose or function. They provide a direct service to students, develop programs or experiences for prospective or current students, and support students at various points during their academic career at Weatherford College. These departments typically deal with advising, recruiting counseling, financial aid, student life, registration, health services, information technology, human resources, facilities, campus police, and special programs that support the student experience or operations of the College. Departments in this area are largely located within Student Services, Financial and Administrative Services and Academic Services and select departments within Institutional Advancement given their significant role in supporting student success.
Service areas of the college have a student-oriented purpose or function. Within each of these departments, student learning outcomes, student achievement outcomes and administrative outcomes are assessed. Improvements made in support service areas are typically designed to positively impact students and the student experience. Examples of improvements made to support service areas include, but are not limited to:
- Development of new materials for advising and recruiting
- Implementation ofnew student experiences
- Implementation of new learning opportunities
- Development of targeted programs for special populations
- Creation of committees or advisory boards
- New or revised marketing campaigns
- New or additional outreach events/experiences
- Improved or new service delivery options (e.g., create an online option)
- Improved response times for service delivery
- New or revised operational processes
- New or revised services
- New or revised workshops or training
- New partnerships
- New internship experiences or sites
- New policies, manuals, guides or training
- Operational efficiency related to facilities or information technology
- Surveys of student or customer satisfaction
Use the Comprehensive Assessment Plan Feedback Rubric for service areas to ensure that your departments plan meets WC expectations and aligns to the strategic plan.
Comprehensive Assessment Plan Feedback Rubric for Services
Yearly Comprehensive Assessment Cycle
This plan is submitted once at the beginning of a reporting period in the fall and updated as needed and serves as an assessment roadmap covering the two-year data collection period (2023-2027) via the Watermark system. It catalogues all expected outcomes, measures, methods and benchmarks for evaluating the extent to which outcomes are achieved.
Annual Assessment Report
ANNUAL ASSESSMENT REPORT
On an annual basis, departments are expected to provide retrospective reports of assessment results, analysis of assessment data, and plans/actions for using results to maintain or improve the quality.
REPORTING TIMELINE
Over the four-year data collection period (2023-2024; 2024-2025; 2025-2026; 2026-2027), departments are expected to submit Annual Improvement Plans (AIPs) Reports that detail assessment results, analysis of assessment data, and plans/actions for using results to maintain or improve student achievement from the previous year.
Annual Improvement Plans are due in Planning and Self Study (PSS) at the beginning of the fall term by October 1st and are concluded by May of each Spring term. The months of June and July area time of reflection to revise AIPs for the Next Cycle and to consider the findings, and to determine actions for the next planning cycle.
Measures and Results
Identify the measure(s) and benchmark(s) for the student learning outcomes assessed during the previous year and provide results for each measure.
Summary of Results
Identify whether the results from your measure(s) indicates that the outcome was met, partially met, or not met. If applicable, compare current results to prior results for this outcome. Also, describe how results were shared with faculty and others concerned with your program. Be prepared to provide documentation that results were shared. Examples of dissemination of evidence include program retreat, newsletters, reports, websites, emails, etc.
Analysis
Describe what desegregating the data revealed the pattern of strengths and weaknesses in student achievement for the outcome. Also, provide an evaluation of the program’s assessment methods by describing the strengths and weaknesses of the program’s assessment process. The information provided in this section will guide responses to the Improvements section of the Annual Improvement Plan Report.
Improvements
Identify and describe any efforts to seek improvements/enhancements to the curriculum (e.g., course changes, program policy changes, personnel or resource allocation changes, changes in services, etc.) and/or the assessment processes (SLOs, measures, benchmarks, assessment instrument, etc.). If improvements/enhancements were implemented, be prepared to provide documentation of when and how they were implemented via meeting minutes, policies, and/or syllabi and reflect on any lessons learned from changes that are in progress or implemented.
REPORTING TEMPATE
Annual Rreport Worksheet Example
RESOURCES FOR PLANNING AND SELF STUDY (PSS)
How to log into Watermark's Planning and Self Study (PSS)
How to Add and Edit an Organization’s Mission in PSS
How to Create and Edit Outcomes in PSS
REPORTING
Guiding Questions for Measures
Guiding Questions for Analysis
Guiding Questions for Actions or Use of Results