Assessment Introduction and Background

Assessment Mission Statement

In support of BCTC’s mission, assessment is embraced as a continuous source of information essential for improving student success and fostering excellence in teaching and learning. The Assessment Office works with program coordinators in identifying expected outcomes, assessing the extent to which outcomes are achieved, and providing evidence of improvement based on analysis of the results.

Assessment Goals

1. To foster a culture of assessment as a necessary response to increased demands of accountability with an understanding that assessment is a continuous process of quality improvement.
2. To respond to accreditation demands, specifically Southern Association of Colleges and Schools (SACS) Core Requirements and Comprehensive Standards and program specific accreditation criteria.
3. To promote excellence in teaching and learning by serving as a facilitator for training, assessment resources and processes.
4. To provide feedback and reporting of assessment plans as they relate to student learning outcomes.
5. To develop, implement, and improve the assessment process.

Assessment Model

Assessment is an ongoing process used to determine the effectiveness of our programs by gathering information, reviewing findings and using this information to understand and improve student learning and success. The assessment model shown above outlines the process used at Bluegrass Community and Technical College (BCTC). This process allows BCTC to develop a culture that includes and depends upon assessment and results to make continuous improvements with students as the ultimate beneficiaries of this process.

Assessment Process

1. Identify the Outcome
   1. In collaboration with faculty in your department/area, review the curriculum competencies, discuss and determine the outcomes you plan to assess.
   2. Each technical program will need to select 3 student learning outcomes.
2. Plan the Assessment
   1. Working with faculty in your department/area, discuss and determine appropriate assessment methodology and criteria for success (benchmarks).
   2. The method of assessment should be consistent. If the method of assessment is a project, all instructors should use the same project and rubric for grading.
3. Perform Assessment
   1. Use the AIM System to maintain outcome assessment and progress.
   2. In fall, 2012 training will be conducted to demonstrate changes in AIM for program health review and student learning outcome assessment.
4. Review Results
   1. Gather and summarize the data collected. Analyze and document. Results.
   2. Document findings in AIM.
5. Use Results for Improvement
   1. Work with faculty in your department/area to review the results , identifying how the results will be used to improve student success.
   2. Describe plans or recommendations to improve student learning. How can we best address the problem?
      1. Additional emphasis/more time on specific topics.
      2. Change in delivery method.
      3. Additional lab time.

Background - Technical Program Health Review Process

Past Review Processes

The program review processes at Central Kentucky Technical College (CKTC) and Lexington Community College (LCC) demonstrated proactive approaches in each of their program review procedures. Both institutions used systematic processes to evaluate the vitality, currency, effectiveness and efficiency of each technical program.

Central Kentucky Technical College's process involved an annual "self-study" review of each program with a presentation by the program coordinator to College leadership. The presentation described the contributions made by the program to the College mission and goals along with a review of trends as they evolved. Recommendations from College leadership were utilized by each program coordinator to develop action plans and strategies that enhanced and improved the viability of the curriculum and program.

Lexington Community College used a five-year cycle process that involved a comprehensive five-year review/self-study report. A review team that included outside experts, reviewed the self-study, interviewed students, graduates, faculty, employers, and advisory committee members. Their exit report to College leadership and the program coordinator and faculty identified program strengths and recommendations for improvements. Program coordinators and faculty used this information to develop action plans to improve their curriculum and programs.

Bluegrass Community and Technical College, as a consolidated institution of CKTC and LCC, implemented a five-year cycle review process for all technical programs in 2005-2006. This program review process was modified to a two level, annual program health review in 2008-2009.

The Review Process Today

Currently, all technical programs are reviewed annually utilizing five-year trend data (e.g. program enrollment, persistence, graduation rates, employer satisfaction, alumni satisfaction, and licensure pass rates, when applicable). Upon review of the data, program coordinators identify strengths of the program, issues requiring continued attention, and describe how the previous year's recommendations are being used for improvements. This information is reviewed by the appropriate Assistant Dean, Dean, and the Academic Vice President.

When a more in-depth analysis of a specific program has been identified, a level two program health review is initiated. A review team is appointed to evaluate the specific issues of concern. The review committee recommendations are submitted to the program coordinator and college leadership as action plans and strategies are developed to strengthen and improve the program.