评估

评估计划

2021-2022 评估计划

评估是教育者进行评估的系统过程, 测量, 并记录学生的知识,以加强项目和提高学生的学习成果. Implementing a plan to 评估 student learning is a key component of the Higher Learning Commission’s (HLC) criteria for accreditation and assumed practices. As an accredited institution, LRSC commits to clearly stated 目标 for student learning and effective processes for 评估 of student learning and achievement of learning 目标; using the information gained from 评估 to improve student learning; and linking processes for 评估 of student learning, evaluation of operations, 规划, 和预算.

LRSC的评估计划旨在调整机构的评估策略, 程序, and course levels with its mission, 战略计划, general education objectives, and HLC standards of quality. It provides information for faculty, academic administrators, and academic support staff about 评估 practices. 目标是建立一种评估文化,导致反思和行动,并允许评估工作的连续性.

评估过程

因为评估是一个持续的过程, 以下过程将指导教师和员工的努力:确定目标和结果, 开发评估工具来评估和衡量每个目标和结果, use 评估 tools to gather evidence, 审查 and analyze results, 实施更改, document impact of those changes on 目标 and outcomes, and report efforts to LRSC stakeholders.

LRSC已经确定了四个层次的评估:机构、项目、课程和课程. 机构评估以机构目标为评估依据. It answers the overall question of institutional effectiveness; how well is LRSC achieving its mission and 目标. 计划评估使用计划的任务、目标和结果作为评估的基础. 课程评估是由个别教员根据其教学方法制定的方法, 学生, and learning outcomes. 课程评估衡量的是课堂以外的项目和活动对学生学习的贡献.

评估 Committee

The 评估 Committee provides organization and structure to the 评估 process and promotes the 评估 of 目标 and outcomes as a means of continuous improvement. The members of the 评估 Committee include:

     Tammy Riggin,主席,助理教授健身教练技术员
     Dr. Betsy Bannier, Professor Science
     Cindy Brown, Associate Professor 市场营销
     April Duchscher, Instructor Math
     劳埃德·霍尔沃森,学术和学生事务副总裁
     Brandi Nelson, Director of Academic Affairs

The committee’s responsibilities are to:

  1. 为评估活动、计划和报告建立时间表.
  2. 为评估计划和报告创建程序和模板.
  3. 监督课程和个别教员的评估计划的实施.
  4. 为教师提供评估方面的培训和咨询.
  5. Promote campus discussion on 评估.
  6. 与行政委员会和教务委员会协调,在各院校之间建立联系, 评估, 项目评审, and general education.
  7. Disseminate 评估 results.

Levels of 评估

课程评估 Report 2021-2022

课程评估衡量学生现有知识和预期学习成果之间的差异. The goal of course 评估 is to monitor the progress of student learning through the course to ensure 学生 are learning as expected. Instructors will analyze the results from course 评估s to make curricular changes that will improve teaching and student learning. 他们将重新评估结果,以确定这些变化对学习的影响.

Once per academic year, 所有教师须填写课程评估报告,以解决以下问题:

  1. 确定有意义和可衡量的课程目标和学生学习成果.
  2. 使学生的学习成果与普通教育目标相一致.
  3. 确定将使用什么评估技术来测量学习.
  4. Describe the system used to compile and analyze the data.
  5. 确定课程和/或教学方法的改变,以改善学习.
  6. 详细说明如何使用评估数据来提高学生的学习.

教职员工在秋季和春季在职会议上向同行报告他们的评估结果.

项目评估 Report 2021-2022

项目评估衡量学生在通过特定项目时的学习情况. 项目评估的目标是确保项目的使命, 目标, and outcomes are being addressed across the curriculum, identify ways that the 程序 can be improved, 并告知教师可能影响他们的项目和学生学习的相关问题.

每一个秋季学期, faculty 审查 their 程序’s mission and student learning outcomes to ensure they are reflected in the curriculum and align with LRSC’s mission. 项目评估报告将针对以下问题完成:

  1. Identify the 程序’s mission and 目标.
  2. Identify the 程序’s student learning outcomes.
  3. 讨论计划的目标与LRSC的使命之间的关系.
  4. 确定将使用什么评估方法来测量学习.
  5. Describe the system used to compile and analyze the data.
  6. 确定已经或将要实施的改善学生学习的改变.
  7. 详细说明如何使用评估数据来提高学生的学习.

教师们会在秋季和春季在职会议上向同行报告评估结果.

Annual Program Enrollment Report
每到秋季学期,教务处处长都会准备年度招生报告. 该报告按项目详细列出了职业和技术教育招生情况, academic division enrollment by subject area, 以及受益教师的注册学生总数和学时数. Any career and technical education 程序 with fewer than nine full-time 学生 per full-time faculty and any academic division departments with fewer than twenty full-time 学生 per full-time faculty are 审查ed as a low enrollment 程序 and a low enrollment comprehensive evaluation is conducted.

Low Enrollment Comprehensive Evaluation
Prior to an official designation as low enrollment, the Director of Academic Affairs, in cooperation with the 程序 faculty, 进行全面的审查,以确定与招生相关的项目实力的关键指标. 这些指标可能包括至少前三个学期的期末注册人数, verification of all 学生 in the 程序, any changes in the number of 程序 faculty, 项目预算(不包括工资和福利), 兼职教师开设项目相关课程数量(及相关注册人数), prior marketing efforts, employer partners or the lack thereof, and industry strength and hiring trends.

The Vice President of Academic and Student Affairs shall make an official recommendation to the President as to whether or not the 程序 will be officially listed as a low enrollment 程序 for the current academic year, only after this comprehensive 审查 has been completed. 教师 in a 程序 officially designated as low enrollment will 审查 their 程序 and complete an action plan for improvement in collaboration with the Director of College Relations, the Director of Student Affairs, and the Vice President of Academic and Student Affairs. 项目 listed on low enrollment status for two consecutive years will be notified in writing that the 程序 may be considered for restructuring or closure during the next academic year.

LRSC项目评审
LRSC conducts a comprehensive 项目评审 to 评估 the strengths of each 程序 and to discover areas for growth and improvement. In years ending in 3, 6, 和9, the vice president of academic and student affairs, in collaboration with the faculty senate president, appoints a committee to lead the 项目评审 process. 计画审查报告提交教务委员会及教务委员会审议, 审查, 和行动.

NDCTE Program Review
每个职业和技术教育(CTE)计划都要完成计划审查. 在五年的轮换计划中,LRSC的CTE项目由北达科他州的CTE (NDCTE)进行评估。. 评审的目的是确保CTE项目的质量, compliance with federal Carl Perkins legislation, 以及遵守北达科他州委员会的CTE政策.

评估过程包括由所有CTE课程教师完成的自我评估和现场评估和审查. During the on-site evaluation, 评估者与项目教员单独会面,讨论自我评估. 评估者与LRSC的管理人员、工作人员和学生见面. 此外,他们还审查设施、设备和课程设置. 团队提供赞扬、建议和改进建议.

Employer Satisfaction Survey
一些CTE项目对LRSC毕业生的雇主进行满意度调查. 该调查衡量了雇主对毕业生的知识和工作职责理解的满意度, qualities generally expected of employees, 通用技能, 专业技能, 和工作准备.

Exams, Certification
Students in the American Sign Language, Automotive Technology, Fitness Trainer Technician, 市场营销, 信息rmation Technology, Precision Agriculture, 风能技术人员项目可以选择参加行业认证考试. 学院每年向教务处主任报告初次通过率的结果. 这些考试通常被用作职业和技术教育项目的评估.

考试,许可
The Licensed Practice Nurse, Associate Degree Nurse, 和平官员培训项目准备学生参加国家考试,这是在该行业就业所必需的. 学院每年向教务处主任报告初次通过率的结果. 这些考试被用作职业和技术教育计划的评估.

放置率
学术和学生事务项目协调员每年计算就业安置率. 就业率代表总项目毕业生在, 或与之相关的, 他们的研究领域或寻求额外的教育. 这些数据是在学年结束后的6个月收集的,以便学生有时间就业.

Cocurricular 评估 Report 2021-2022

Cocurricular 评估 refers to the improvement of student learning outside of the classroom through activities that provide learning opportunities in support of LRSC’s curricular 程序s and institutional mission and 目标.

Student learning is not exclusive to the classroom. LRSC的许多普通教育目标都是通过课堂外的体验来实现的. Cocurricular activities at LRSC include: athletics, first-year experience courses, new student orientation, student clubs and organizations, student life and intramurals, and student success services.

Each co-curricular activity has clearly stated student learning outcomes that align with LRSC’s mission and general education 目标. The success of these activities is 评估ed through both standardized and home-grown 评估 tools and is 测量d through enrollment trends and persistence, 保留, and graduation rates.

Once per academic year, co-curricular activity supervisors 审查 their activity’s mission and student learning outcomes to ensure they are reflected in the curriculum and align with LRSC’s mission. 课程评估报告将会处理以下问题:

  1. 确定学生在课外活动中评估的有意义和可衡量的学习成果.
  2. 详细说明活动中评估的通识教育目标.
  3. 指出用于衡量活动成功与否的评估技术.
  4. Describe the system used to compile and analyze the data.
  5. 确定在课程和/或教学方法上已经或将要实施的改变,以改善学习.
  6. 详细说明如何使用评估数据来提高学生的学习.

活动主管每年将评估结果报告给他们的同事, as detailed in their 评估 plan.

制度评估衡量的是LRSC的制度有效性, 为支持LRSC的使命,实现通识教育目标和成果的能力是什么. The goal of institutional 评估 is to utilize continuous methods for the improvement of educational quality and student learning. It is a cyclical process where faculty and staff plan, 评估, 通过研究性的计划和评估来提高学生的学习能力. 学院评估的责任在于教师,并由LRSC的行政部门支持. Campus 规划 activities provide guidance to systematically integrate the 战略计划 to link 评估 of student learning and the evaluation of operations, 规划, 和预算.

General Education Goals 评估 Inventory
Each year the faculty 评估 chair shall generate a report showing the general education 目标 评估ed by the faculty throughout the academic year. 这一机构范围的评估将确定需要进一步评价的目标, identify the 目标 that are being evaluated thoroughly, 并提供毕业生已完成预期通识教育课程的证明.
Student Self-评估

In the spring of 2019, a new survey was conducted for 学生 graduating with a liberal arts degree or 学生 who had completed at least 30 credits and were transferring. 每年秋季和春季学期在学习管理系统黑板上对这些学生进行管理. The survey was constructed based on the essential learning outcomes (ELO) that the state general education council adopted in 2016. Students are provided with a definition of the ELO. They then rank themselves on a scale from 1 to 5, with 1 being low and 5 being high, 至于他们相信自己能在多大程度上证明这一结果. 然后,学生们提供例子,说明他们在LRSC期间如何证明这一结果.

在在职教员举行的学术会议上, the academic division faculty 审查 the student input, discuss areas that need improvement, and plan for curricular changes to facilitate improvement.

Multiple Delivery Modes, Consistent Outcomes
In 2015, LRSC joined HLC’s 评估 Academy and developed an 评估 project to 评估 student learning in three primary general education areas of English, 数学, 并且科学地评估学习是否在整个教学方法中是一致的.

The project has three clear outcomes. 第一个, 展示在不同教学模式下,达到预定课程效果的一致性程度. To achieve this outcome, instructors teaching the same general education courses using different delivery modes work together within their respective departments to develop and administer a common course 评估. Instructors then collaborate in interpreting the resulting data and correcting possible inconsistencies on a semester-by-semester basis. 对评估结果进行信度和效度分析. Instructors continuously collaborate and update the 评估 tool and rubrics to ensure it is measuring the student learning in each general education course.

Second, is to provide evidence of student learning. 该项目旨在表明,无论采用何种授课方式,课程都具有同等的严密性. To achieve this outcome, 评估组将对结果数据进行全面分析.

第三, 参与多种交付模式的程度, 一致的结果:随着时间的推移,对学生学习项目的评估将被记录下来. 教师将开会评估他们的评估方法,并利用结果来改进每一门课程. 兼职教师将与全职教师密切合作,以创造更一致的课程指导. 在理想的情况下, 随着评估文化开始形成,这将改善跨学科的交流. 每学期增加新院系的通识教育课程到项目中, 十大网赌网址打算加强整个院校对学生评核价值的认识.

Persistence, Retention, and Graduation Rates
持久性, 保留, 不同群体的毕业率是衡量学生成功程度的指标. LRSC reports these rates based on guidelines set by Integrated Postsecondary Education Data System (IPEDS) and Student Achievement Measure (SAM) as external benchmarks in 评估. 由于ipedds和SAM只占学生的一小部分, LRSC还实现了一些“自产的”策略来计算持久性, 保留, 所有攻读学位的学生和特定群体的学生的毕业率. 这些策略发布在LRSC网站的机构研究页面上.

CCSSE
社区学院学生参与调查(CCSSE)提供了有关学生参与的信息, a key indicator of learning and, 因此, of the quality of community colleges. The survey asks questions that 评估 institutional practices and student behaviors that are correlated highly with student learning and student 保留. 该调查被用作各种机构和联合课程评估方法的结果衡量.