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.
- 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.
- To respond to accreditation demands, specifically Southern Association of Colleges and Schools (SACS) Core Requirements and Comprehensive Standards and program specific accreditation criteria.
- To promote excellence in teaching and learning by serving as a facilitator for training, assessment resources and processes.
- To provide feedback and reporting of assessment plans as they relate to student learning outcomes.
- To develop, implement, and improve the assessment process.
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.
Identify the Outcome
- In collaboration with faculty in your department/area, review the curriculum competencies, discuss and determine the outcomes you plan to assess.
- Each technical program will need to select 3 student learning outcomes.
Plan the Assessment
- Working with faculty in your department/area, discuss and determine appropriate assessment methodology and criteria for success (benchmarks).
- 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.
- Use the AIM System to maintain outcome assessment and progress.
- Record results in AIM.
- Gather and summarize the data collected.
- Present the results to other faculty in your department/area.
Use Results for Improvement
- Work with faculty in your department/area to review the results , identifying how the results will be used to improve student success.
- Describe plans or recommendations to improve student learning. How can we best address
- Additional emphasis/more time on specific topics.
- Change in delivery method.
- 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
BCTC Annual Health Review Process
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.
CPE Program Review Process
The Council on Postsecondary Education (CPE) requires all existing programs to undergo review every five years with the reviews of each program at the local colleges within KCTCS being submitted during the same review cycle.
- 2013-2014 Health and Nursing Programs
- 2014-2015 Business Services (and IT)
- 2015-2016 Manufacturing
- 2016-2017 Transportation, Distribution, and Logistics
- 2017-2018 Energy (and Miscellaneous)
In addition to the BCTC Annual Health Review and the CPE Five-Year Program Review process, information obtained from program productivity, advisory committees, graduate surveys, alumni surveys, and employer surveys all provide additional data about the efficiency and effectiveness of the various programs at BCTC.
- 2017-2018 Energy (and Miscellaneous)
Program productivity assessment is used to provide specific trend information for each technical program based on program specific course enrollment data. A snapshot of fall enrollment is taken at approximately the same time as the College's enrollment snapshot. Programs use this information as they strive to heighten effectiveness and productivity through continuous improvement strategies. Variables summarizing each program's productivity include:
- Enrollment - Duplicated and unduplicated counts of students enrolled in program specific courses
- Course Capacity - Course enrollment divided by the "cap" enrollment for each course
- Overall Percent Capacity - The sum of all course enrollments divided by the sum of all course "caps"
- Full-Time Equivalent Faculty (FTE-F) - Calculation based on the program's definition of full-time workload
- Total Enrolled Credit Hours - The sum of each course enrollment multiplied by the course credit hours
- Credit Hours Generated per FTE-F - Total Enrolled Credit Hours divided by FTE-F
- Ratio of Full-Time Student (FTE-S) per FTE-F - Credit Hours Generated per FTE-F divided by 15 (CPE's definition of a full-time student)