Student Outcomes Assesment for CTE Programs

Student Outcomes Assessment and Program Review  In 2004, the Program Review process was redesigned based on IBHE, ICCB, and AQIP recommendations.  Emphasis was shifted to student learning outcomes and to a feedback mechanism for on-going faculty engagement to improve curriculum, assessment, teaching, and learning.

Student Outcomes Assessment and Program Review  This resulted in the development of the Student Outcomes Assessment Process (SOAP) by Program Review Advisory Committee (PRAC).  The actual assessment mechanisms were developed and implemented by the faculty in each program/discipline.

Student Outcomes Assessment and Program Review  Since the process was developed in 2004, nearly 50% of full-time faculty have retired resulting in many new faculty who may not be familiar with the process.

Key Questions in Outcomes Assessment  What should students know and be able to do as a result of having completed a program of study?  Did the students achieve what they were reasonably expected to achieve?  How do we know?

Key Questions in Outcomes Assessment  If the desired outcomes were not achieved, how is assessment information used to improve curriculum, teaching, and learning?  What is the evidence that monitoring feedback and adjustments actually improved curriculum, instruction, and student learning?

Guidelines for Assessment  Assessment plans and processes should be faculty and program driven.  Assessment activities should focus on the measurement and improvement of student learning outcomes.  Assessment and quality should not be a one- time event, but rather a continuing process that monitors and self-regulates to ensure that quality is continually enhanced.

Key Elements for Assessment of Student Learning  1. A statement of program goals and intended student learning outcomes developed by each program’s faculty that reflects the uniqueness of that program.

Key Elements for Assessment of Student Learning  2. Systematic assessment of student learning that uses qualitative and quantitative measures and reflects the uniqueness of academic programs (e.g., evaluation of capstone experiences, internships, portfolios, and other types of performance measurements; performance on standardized, locally developed, or professional licensure and certification exams).

Key Elements for Assessment of Student Learning  3. Feedback gathered from key stakeholders – current students, alumni, and employers of graduates.

Key Elements for Assessment of Student Learning  4. Evidence of a formal and effective feedback/improvement mechanism, i.e., that the program faculty are engaged in a regular assessment and review process, and that the assessment of student learning and stakeholder feedback are used to improve curriculum, instruction, and learning.

Key Elements for Assessment of Student Learning  5. Findings and recommendations for improvement are monitored by the institution for results at least yearly.

Key Elements for Assessment of Student Learning  6. Assessment and improvement are submitted to IBHE as part of an institution’s normal schedule for reporting Program Review findings and recommendations, which are appended to the Institutional Results Report.

SOAP Process  Step One – Must have program goals and student learning outcomes developed.  These should be based on which student competencies, skills, or characteristics a graduate of your program must possess.

SOAP Process  Step Two – Develop instrument/s to assess student learning.  These can include: capstone experiences, internships, portfolios, standardized or professional testing, surveys from key stakeholders, etc.

SOAP Process  Step Three – Implement the instrument/s and collect data.  Try to involve as many faculty as possible.

SOAP Process  Step Four – Evaluate the results of data collection and make modifications as necessary.  Be sure to compare results to any established benchmarks and performance thresholds.  Report data to all program faculty.

SOAP Process  Step Five – Program faculty must meet to discuss results and determine if changes must be made to program or instruction.

Goal: The program will graduate students with entry-level employment skills. OutcomesMeasurement Tool BenchmarkTime FramePerson/ Group Responsi ble 1. Graduates will be clinically competent.Clinical Competency Evaluations Graduates will have an average score of 80% or better. Annually at Graduation Clinical Coordinat or 2 Graduates will be adequately prepared to perform as entry-level practitioners. Employer Surveys Ninety percent of returned surveys will indicate adequate preparation. Biannually in September Advisory Committe e 3. Graduates will pass the certification and/or licensure examination. Certification/ Licensure Examination Ninety percent of those taking the exam will pass at first attempt. Biannually in January Program Faculty 4. Graduates will indicate that they were adequately prepared to perform as entry-level practitioners. Graduate Surveys Ninety percent of returned surveys will indicate adequate preparation. Biannually in August Advisory Committe e

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