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At Mountwest, we prioritize student success. To continually improve curriculum and instruction, we regularly assess learning outcomes at the course and program level. In addition, we collect data from General Education portfolios and co-curricular learning experiences. Faculty, staff, and administration are committed to using data in order to better our institution and our graduates.
Assessment is a process of gathering and analyzing information about student learning and development to improve educational practices. It involves setting clear and measurable learning outcomes or goals, collecting data about students’ performance, and using that data to make informed decisions about teaching and learning. Assessment can take many forms, including exams, papers, projects, presentations, observations, and surveys. The information collected through assessment can be used to evaluate individual student progress, as well as the effectiveness of courses, programs, and institutions. The ultimate goal of assessment is to ensure that students are achieving their intended learning outcomes and that educators are continuously improving their practices to meet the evolving needs of their students.
General education refers to the foundational knowledge and skills that all students should possess regardless of their major or career goals. At our college, general education courses provide students with a broad understanding of a variety of disciplines, including the humanities, social sciences, natural sciences, and mathematics. These courses are designed to develop critical thinking skills, effective communication skills, and an appreciation for diversity and global perspectives. General education courses also help students develop a well-rounded set of skills and knowledge that can be applied in any field or career. The goal of our general education program is to ensure that all students are equipped with the foundational knowledge and skills necessary to be successful, engaged, and responsible citizens in their communities and in the world.
Our general education assessment program is designed to measure the effectiveness of our college’s general education curriculum. We use a variety of assessment methods to evaluate students’ knowledge and skills in areas such as critical thinking, communication, and quantitative reasoning. By analyzing the data gathered from these assessments, we are able to identify areas for improvement and make necessary changes to our general education program.
General Education Learning Outcomes:
I. Communication a. The student will compose coherent, unified written documents that demonstrate correct mechanics and style, as well as appropriate documentation of sources. b. The student will communicate verbal and nonverbal messages appropriate to the audience and situation. |
II. Critical Thinking The student will use appropriate evidence and sound reasoning to make a judgment. |
III. Cultural Intelligence The student will demonstrate an understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. |
IV. Numerical Literacy The student will apply mathematical reasoning to solve quantitative problems. |
Program-level assessment is the process of evaluating the effectiveness of an academic program in achieving its goals and objectives. At our college, program-level assessment involves several steps:
Identify program goals and learning outcomes: The first step in program-level assessment is to identify the goals and learning outcomes of the program. These goals and outcomes should be clear, measurable, and aligned with the mission and goals of the college.
Collect data: The next step is to collect data on student achievement of program goals and outcomes. This may involve analyzing student work, conducting surveys of students and alumni, or other methods of data collection.
Analyze data: Once data has been collected, it is analyzed to determine how well students are achieving program goals and outcomes. This analysis may identify areas of strength within the program as well as areas in need of improvement.
Identify areas for improvement: Based on the analysis of data, areas for improvement are identified. These may include changes to curriculum, instructional methods, or resources to better align with program goals and outcomes.
Implement changes: The final step in program-level assessment is to implement changes to improve program effectiveness. This may involve revising curriculum, providing additional resources or support for students, or other changes to better align the program with its goals and outcomes.
Overall, program-level assessment is an ongoing process that helps ensure that academic programs are meeting the needs of students and achieving their intended goals and outcomes.
In addition to academics, we recognize the importance of co-curricular activities in enhancing students’ overall college experience. Our co-curricular assessment program evaluates the effectiveness of these activities in achieving their intended outcomes, such as promoting leadership skills or building community. By assessing the impact of co-curricular activities, we can make informed decisions about which programs to continue or modify.
Some examples of co-curricular activities that can be assessed:
Student clubs and organizations: Mountwest has a variety of student clubs and organizations that provide opportunities for students to engage with their peers and develop skills such as leadership, communication, and teamwork. These can be assessed by looking at factors such as membership, participation in events and activities, and feedback from club members.
Service learning and community engagement: Many of our programs offer service learning and community engagement opportunities that allow students to apply what they have learned in the classroom to real-world situations. These activities can be assessed by looking at factors such as the number of students participating, the impact of their work, and feedback from community partners.
Internships and co-op programs: These programs provide students with opportunities to gain hands-on experience in their chosen fields of study. They can be assessed by looking at factors such as the number of students participating, the quality of their experiences, and feedback from employers.
Workshops and training programs: Mountwest offers workshops and training programs that help students develop skills such as time management, study skills, and career readiness. These can be assessed by looking at factors such as attendance, student feedback, and the impact of the programs on student success.
Assessing co-curricular activities is important because they can have a significant impact on student engagement, success, and overall college experience. By evaluating these activities, we can identify areas for improvement and ensure that we are providing high-quality co-curricular experiences that enhance student learning and development.
Mountwest places a strong emphasis on student learning outcomes, and we regularly assess the achievement of these outcomes in individual courses. Course learning outcome assessment involves evaluating the extent to which students have attained the knowledge, skills, and abilities outlined in a course’s learning outcomes. This assessment is typically done through a variety of methods, such as exams, projects, papers, or presentations.
By assessing course learning outcomes, we can ensure that students are gaining the knowledge and skills that are essential for success in their chosen fields of study. Faculty members use the results of these assessments to make informed decisions about course content and instructional strategies, and to identify areas for improvement. Additionally, students benefit from this assessment by receiving feedback on their performance and understanding how well they have achieved the course’s learning outcomes.
Course assessment reports provide a way for faculty members to evaluate the effectiveness of their courses and to identify areas for improvement. These reports are completed at the end of each semester and are evaluated by the Assessment Committee.
Spring 2023 Course Assessment Report Form
Note: We strongly encourage you to attach assignment instructions and rubrics with your assessment reports. When providing rubric data, please examine the data from EACH rubric component/performance indicator, not just your students’ overall rubric scores.
Instruction Guide:
Review the course learning outcomes: Before beginning your assessment report, review the course learning outcomes to ensure that you are evaluating the course based on the intended goals.
Identify one general education learning outcome that your chosen course learning outcome aligns with.
Identify assessment methods: Choose the assessment methods that you used to evaluate student learning in your course. These could include exams, quizzes, papers, projects, presentations, or other assignments.
Collect and analyze data: Collect data from your assessments and analyze it to determine how well students met the course learning outcomes. Consider both quantitative data, such as test scores, and qualitative data, such as student feedback.
Identify areas for improvement: Based on your analysis of the data, identify areas of the course that could be improved. This could include changes to the course content, teaching methods, or assessments.
Develop an improvement plan: Create an improvement plan that outlines the changes you plan to make to the course. Be specific and include a timeline for implementing the changes.
Submit the assessment report: Once you have completed your assessment report, submit it to the appropriate department or program. Be sure to include any supporting documents, such as assessment data or student feedback.
By following these steps, you can complete a thorough course assessment report that will help you evaluate your course and identify areas for improvement.
Faculty members, please contact Rebecca Settle, Director of Institutional Assessment & Accreditation/ALO if you or your adjuncts need assistance.
Course evaluations are an essential part of our assessment process. At the end of each semester, students are given the opportunity to provide feedback on their courses and instructors. This feedback helps us identify areas where our courses could be improved and ensures that our instructors are meeting the needs of our students.
Course evaluations are a common tool used by colleges and universities to gather feedback from students about their experiences in individual courses. The feedback collected through course evaluations is used to help faculty members improve their teaching practices, enhance the learning experience for students, and ensure that courses are meeting their intended learning outcomes.
Course evaluations typically include a mix of open-ended and closed-ended questions that ask students to reflect on various aspects of the course, such as:
Course content and materials: Did the course content and materials (e.g. textbooks, readings, assignments) help you understand the course material?
Teaching methods: Did the instructor use effective teaching methods (e.g. lectures, discussions, group activities) to help you learn the course material?
Student engagement: Did you feel engaged and motivated to learn in this course?
Feedback and grading: Did the instructor provide feedback that helped you understand how to improve your performance in the course? Were grading policies fair and consistent?
Learning outcomes: Did you feel that the course helped you achieve the intended learning outcomes?
Course evaluations usually have a numerical rating system, such as a Likert scale, that allows students to rate various aspects of the course on a scale from 1 (strongly disagree) to 5 (strongly agree). These ratings are then aggregated and reported back to the faculty member, along with any open-ended comments that students provided.
Faculty members use the feedback from course evaluations to make improvements to their courses and teaching methods. For example, if students consistently report that they struggled with a particular aspect of the course, the faculty member may revise their teaching methods or course materials to better address that area. Additionally, course evaluations may be used by administrators to make decisions about faculty tenure, promotions, and merit pay.
Our general education rubrics provides a framework for assessing students’ knowledge and skills in our general education program. The rubrics outline the specific learning outcomes that students should achieve and provides criteria for evaluating their performance. By using this rubric, we are able to ensure that our students are meeting the expectations set forth in our general education program.
Accreditation by the Higher Learning Commission (HLC) is essential for our college to maintain its status as a recognized institution of higher education. As part of the accreditation process, we are required to demonstrate our commitment to continuous improvement and the assessment of student learning outcomes. Through our assessment programs, we are able to provide evidence of our college’s effectiveness in meeting HLC’s accreditation standards. By collecting and analyzing data on student learning outcomes, program effectiveness, and course evaluations, we are able to identify areas for improvement and make changes that benefit our students and faculty. Without a strong assessment program, it would be difficult to provide the evidence needed to maintain our accreditation with HLC, and our ability to offer students a quality education would be called into question. Therefore, assessment is critical for ensuring our college’s continued success and reputation as an accredited institution.