Institutional Assessment Plan
  Direct Measures
 Indirect Measures
 CourseThese measures are faculty led.  In that regard, faculty take many approaches to address student learning, and the chosen assessment techniques vary among departments and disciplines.  Nonetheless, all courses have specified course objectives, and faculty align assignments to these objectives in order to measure and assess student performance. Current methods that faculty employ include, but are not limited to the following:
  • Making Learning Visible, a poster session that showcases student work during the school year.  During the even students have the opportunity to share their work with colleagues, faculty, and the community.
  • Pre- and post measures of course level objectives (which are equivalent to student learning outcomes) for individual courses
    with data on student performance on the
    course level objectives.
  • Performance indicators of course level objectives for individual courses with evidence of student
    achievement on the
    course level objectives at the conclusion of the course.
  • Course student portfolios demonstrating student improvement over the course on course level objectives
  • Evidence of student performance on authentic assignments assessed with assignment rubrics
It should be noted that there is ongoing faculty professional development via  Getting Results and Quality Matters.

These measures are faculty and institutionally led and include the following:
  • SIR II student course evaluation instrument, which is a reliable and valid, nationally-normed instrument
  • Student retention from lower level courses to subsequent level of courses.  Measures include persistence, student success in courses; and students building particular skills in a field (i.e., mathematics, English, biology)
  • Holding an assessment fair/open house where students demonstrate their culminating projects; give presentations; and/or are available to answer questions regarding their work.
  • College Placement Level instruments for Incoming Students.  This is both via Accuplacer, which measures skills in math and English.
 Program
(Degree and Certificate)
These measures are faculty and institutionally led and include the following:
  • The SIMPLE Plan, where on an annual basis all instructional departments evaluate their courses; programs of study; and changes in student populations. 
  • Instructional departments maintain a list of assessment method(s) used to determine if students have met the program (i.e. degree and/or certificate) expectations.  These methods include the following:
    professional/certification exams;
    portfolios; performances; internships; demonstrations; practicums; comprehensive exams; culminating projects; and degree outcome surveys.
  • Faculty members have assessed program outcomes via rubrics.

These measures are faculty and institutionally led and include the following:
  • Course to Program-level Outcomes Maps that illustrate the role that each course plays in each of the college's degrees and certificates.  Each course is mapped at an introductory, reinforcement, or mastery level for each program-level outcome. 
  • Annual updating of program requirement sheets for student advising use
  • Surveys and focus group data about program learning outcomes from graduating students
  • Evidence of external validation of skills developed, such as awards, entry into transfer
    programs, and employer satisfaction with skill sets
  • Alumni surveys of success in field, i.e., working in field, continuing education,
    salary, etc.)
 CollegeThese measures are faculty and institutionally led and include the following:
  • All course level objectives are mapped to the college's College Wide Abilities
  • Culminating projects that assess the College Wide Abilities (CWAs)
  • College Wide Abilities (CWAs) rubrics, which faculty may utilize in their classroom instruction
  • The SIMPLE Plans, where on an annual basis, instructional departments, operational areas, and college committees complete a systematic, cyclical, on-going, assessment of processes to ensure each area of the college is effectively meeting the needs of the students and advancing the mission of the institution.
These measures are institutionally led and include the following:

  • Key Performance Indicators (KPIs) for each of the college's six mission Core Themes
  • Evaluating Edmonds Rubrics to measure the college's effectiveness in the following areas: Assessment, Information Sharing, Planning, and Student Learning Outcomes
  • The Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE)
  • The college also collects alumni data, employer data, transfer rates, and retention rates for its students.
  • Surveys about college wide abilities from graduating students