Comprehensive Outcomes Assessment

A Practical Guide

The HandbookPart I BCCC Vision of AssessmentGuiding Principles of Assessment

Part IIThe Assessment Model

Part IIIA guide on how to complete an

outcomes assessment project

BCCC Vision of Assessment Through a college-wide culture of assessment, Baltimore

City Community College provides a quality education for all who enter our doors. Assessment is by nature a goal-driven, evidence-based, and improvement-oriented process that involves all stakeholders working collaboratively. This ongoing process promotes excellence in teaching and learning by assessing all elements of the educational process. Our culture of assessment provides institutional resources, training, and support. Continual assessment is an integral component of BCCC’s commitment to excellence as an institution of higher education.

BCCC Guiding Principles for SLOA

Principle 1Faculty engagement and active involvement in

SLOA development is essential. Faculty members are best suited to develop the educational outcomes for their programs and courses and to determine how to assess the outcomes and use the collected data for development and improvement. Therefore, the primary responsibility of the faculty is to develop assessment tools and determine the uses of the resulting data.

BCCC Guiding Principles for SLOAPrinciple 2All appropriate participants at each level of

the college, not just select groups or individuals, should be committed to following the process of assessment. All academic departments must be involved. This means including adjunct faculty in discussions and decisions as much as possible.

BCCC Guiding Principles for SLOAPrinciple 3The results of outcomes assessment should

be used to evaluate the effectiveness of academic programs and activities, as well as student services, but not the performance of individual faculty or staff. SLOA is a process that must be separate from faculty evaluation.

BCCC Guiding Principles for SLOAPrinciple 4College administrators must provide

leadership and accountability to the process, as well as enable the assessment process by providing adequate resources, staff, and other forms of support.

BCCC Guiding Principles for SLOA

Principle 5Assessment data do not exist in a vacuum

and must be analyzed alongside all other factors that may affect achievement of outcomes. Other factors, some that will be out of our control, must be considered during the analysis phase. Factors such as personal problems, home situations, work hours, study habits and incoming skill levels, to name a few, can affect the assessment results.

BCCC Guiding Principles for SLOA

Principle 6The SLOA process should be as simple and

manageable as possible. The process cannot become so complicated that it interferes with the educational experience rather than assessing and improving it.

BCCC Guiding Principles for SLOAPrinciple 7Faculty and all others involved at the college

should engage in SLOA development and assessment because it is good professional practice that benefits programs and students, not because it is an accreditation requirement. If outcomes assessment is used primarily as a reporting tool, then the process has failed.

BCCC Guiding Principles for SLOA

Principle 8Outcomes assessment must be ongoing and

performed on a regular basis in each academic area. It must become an academic habit.

BCCC Assessment Model

Course Program Institutional

Course Program Institutional

DesignBackwards

AssessForward

Student Learning Outcomes Assessment: Program Level

Program Assessment

Program Outcomes

Assessment Project

Assesses program specific

content and skills

Core Competency Assessment

Project

Assesses transferable skills (i.e.,

written and oral

communication)

Student Learning Outcomes Assessment: Program Level

• Complete Observation and Recommendation forms

• Based on Observation Report and Recommendation Form

• Dissemination of Assessment Instruments

• Program Coordinator w/FAT develop a POAP

Planning Implementation

Analysis and Reporting

Implementation of

Recommendations

Student Learning Outcomes Assessment: Course Level

Course Assessmen

t

ISLO Core Competency

(General Education)

Discipline Assessment

Track

Special Projects

General Course

Assessment

Student Learning Outcomes Assessment: Course Level

Closing the LoopMake changes to ensure that students are

learning and achieving learning outcomes

Re-evaluate and revise student-supported learning activities that will be used to reach the desired benchmark for achievement of learning outcomes.

Implement the revised outcomes assessment plan and report the results