1. Director of Institutional Effectiveness
Assessment at CCC
Spring 2016
Marty D. Evensvold
Director of Institutional Effectiveness

2. Assessment The primary goals of assessment are:
To measure “Gains” and “Mastery”
To note what content was best learned as well as least.
To provide individual student records for all programs.
To assist not only in assessment activities but also in Carl Perkins reports.

3. Steps for Faculty Check your syllabus Decide method of testing
Map your test to your Course Outcomes or use a rubric
Test or observe students
Process data in template or EPP Software (Tech Campus)
Send as attachment to the Director of Institutional Effectiveness
Fill out a commentary form—send to the Director of Institutional Effectiveness

4. Check your Syllabus If more than one instructor is teaching a course:
Have the exact same “Expected Learner Outcomes”—Course Outcomes
Have outcomes numbered in the same order
Dirk Andrews
Salina Meek

5. Decide Method of Testing
Rubric?
Learner Outcomes
Limited
Knowledge
Some
Considerable
High
Mastery 1 2 3 4 5
1. Recognize and use several modes of composition.
2. Recognize that making good use of time is vital in being successful.
3. Increase skills both in thinking logically and in writing effectively.
4. Benefit from individualized evaluation of each paper.
5. Increase awareness of the development of personal vocabulary.
6. Demonstrate the ability to read with comprehension.
Pre/Post Test?
1. Write in lowest terms: b3c2
10a3b9

6. Mapping Ex: Intermediate Algebra (outcomes mapped to a test with 30 questions)
Add, subtract, multiply, & divide signed numbers.
Solve equations & inequalities
Add, subtract, multiply, & divide polynomial expressions
Factor polynomial expressions
Simplify & solve rational expressions & equations
Simplify & solve radical expressions & equations
Solve quadratic equations & inequalities
Graph linear & quadratic equations & inequalities
Maps back to: ?’s 1,2,3,& 4
?’s 21 & 24
?’s 7,8,9,10,11, & 12
?’s 13,14, & 15
?’s 5,6,16,22, & 23
?’s 17,18,19,20, & 26
?’s 25 & 27
?’s 28,29, & 30

7. Test or Observe Students
Grade with a Rubric?
Grade with a Pre/Post Test?

8. Process Data in Template or EPP Software (Tech Campus)

9. TYPE 3C & TYPE 3P ? How do they differ?
Type 3C explores just one course at a time.
Type 3C is an EXCEL template.
Type 3P explores multiples courses at once.
Type 3P is an ACCESS application.
Type 3P is designed for Technical “Programs”.

10. Enter Your Data View Rubric Seminar Power Point
View Pre-Post Test Seminar Power Point
If you are a Technical Instructor look at EPP software
Call Marty with questions or training
Or Visit the Director of Institutional Effectiveness
Upstairs in the Library

11. Send an to your assessment coordinator with the spread sheets for each of your classes as an attachment.
Marty uses your data to calculate how well we are supporting our Program Outcomes and Institutional Outcomes

12. Fill out the Commentary Form Download a copy at:
Take special note of the outcomes which were poorly achieved or mastered.
Note the performance your students.
Consider carefully what happened in this course and if any changes are in order.
Document your thoughts on these results.
Mention any budgetary needs.
a copy to your Director of Institutional Effectiveness.

13. Coffeyville Community College Assessment Commentary
Teacher: __________________________________ Sem/Yr: _______
Circle one: Full or Part time Teacher
Class: __________________ Please Check One:
Section: ________________ Classroom_______
Number of Students: ____ Off Campus_____ Please Check One: On-line__________ Pre/Post Test ____ Rubric___ Portfolio___ ITV _____________
Comments:__________________________________________________
____________________________________________________________

14. What If I am Still Uncertain?
Please do not hesitate to contact:
Marty Evensvold
He’d be happy to assist you in any way!
Thanks for attending this session!