Purpose Statement For Academic Assessment At Lake Erie College
In support of the College's mission to empower students to "lead lives of personal significance and professional success as global citizens," academic program and co-curricular assessments serve to help us understand the efficacy of our learning environment and progress toward our program learning objectives. Lake Erie college views program-level assessment as a means of improving student learning at the course or program activity levels. In contrast, the program review process serves as the opportunity to consider broader changes such as resource allocations, one-time or ongoing investments, and other aspects of program operations.
While the assessment of student learning can serve many functions at Lake Erie College, the below points are the primary areas of importance:
Guiding improvements and investments
Informing changes in pedagogical strategies
Highlighting program strengths
Ensuring alignment with the College’s mission.
The six steps of assessment at LEC are as follows:
Program mission development
Development of learning objectives
Curriculum or activity mapping
Creating assessment methods
Data and information gathering
Action strategies for improvement
INSTITUTIONAL LEARNING OUTCOMES
Guided by our institutional mission and vision, the broad learning outcomes are intended to provide a framework for the collegiate experience at Lake Erie College and are attributes, skills, abilities and attitudes that students are expected to develop and obtain during their learning experience.
As a result of a Lake Erie College education, students will:
Understand the value and processes of self-discovery
Engage in the development of strong personal attributes
Practice and apply creative problem-solving skills
Achieve a balance of personal and professional goals in relation to the needs of others to include the local and global communities
Analyze complex information and reach conclusions backed by credible and fact-based evidence
Apply quantitative methods to analyze, interpret and solve problems from a wide array of practical and applied contexts
Communicate in a clear, inclusive, engaged and well-reasoned manner
Critically reflect upon works of creative expression and create and think with innovation and imagination
Employ a cultural awareness to engage effectively in a variety of intercultural contexts
As a result of a Lake Erie College graduate education, students will:
Develop content mastery, independent thought in subjects of increased complexity and critical understanding of research
Communicate effectively, both orally and in writing, about theories, arguments, methods and concepts related to the specific area of study
Demonstrate proficiency in the professional skills needed to participate in the intellectual and organizational aspects of chosen career field
For general purposes, the college uses the definition of assessment as found in the book "Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education" by Barbara E. Walvoord:
"Assessment is the systematic collection of information about student learning, using the time, knowledge, expertise and resources available, in order to inform decisions that affect student learning."
Learning outcomes assessment is conducted by the faculty and guided by individual school planning, regional and national discipline-specific standards, criteria for accreditation (both regional and programmatic) and institutional goals and priorities. As a collaborative effort, the Educational Policy and Planning Committee (EPP), Deans, faculty and the Chief Academic Officer coordinate to support tracking and reporting mechanisms and identify and offer assessment training and professional development opportunities. Each school's dean provides oversight of program-level assessment activities in coordination with the assessment liaisons, Chief Academic Officer, and other college personnel. The Assessment Liaison Committee consists of at least one liaison from each of the schools. It is charged with the following: dissemination of assessment planning updates (institutional or school), identification of assessment training needs and working with the deans to coordinate the collection of annual program-level assessment reports.
ASSESSMENT LIAISON COMMITTEE MEMBERS
PROGRAM LEVEL ASSESSMENT PLANS / PROGRAM REVIEW
CORE (General Education) ASSESSMENT
Common Resource: While there are many outstanding resources, at present, Lake Erie College uses Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education by Barbara E. Woolvard as a common reader. Faculty and staff may send an email one of the committee members to receive a book at no cost.
Assessment Professional Development Online Modules: The National Institute for Learning Outcomes Assessment has made available a series of online modules developed as a result of the grant-funded Learning Outcomes Resource Consortium. The modules may be found a the below link:
Supplemental Assessment Resources: Below is a list of books that are available in the Lincoln Library.
Banta, Trudy W. and Catherine A. Palomba.. Assessment Essentials: Planning, Implementing and Improving Assessment in Higher Education.
Jossey-Bass, 2014.Bresciani, Marilee J. Ludvik. Outcomes-Based Academic and Co-Curricular Program Review. Stylus Publishing, 2006.
Light, T. P., Chen H.L, & Ittelson J.C. Documenting Learning with ePortfolios: A Guide for College Instructors.
Jossey-Bass, 2011. Middaugh, Michael F. Planning and Assessment in Higher Education: Demonstrating Institutional Effectiveness.
Jossey-Bass, 2009.Walvoord, Barbara E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments and General Education. Jossey-Bass, 2010.
As always, please contact the provost or your assessment committee representative if you need any assistance, have feedback, or would like to learn more about other resources. More specific professional development resources for assessment may also be found in LEO at the Faculty Resource Central (FRC) tab.