STANDARD V

Standard V: Educational Effectiveness Assessment

Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.CriteriaA candidate or accredited institution possesses and demonstrates the following attributes or activities:1. clearly stated student learning outcomes at the institution and degree/program levels, which are interrelated with one another, with relevant educational experiences, and with the institution’s mission;2. organized and systematic assessments, conducted by faculty and/or appropriate professionals, evaluating the extent of student achievement of institutional and degree/program goals. Institutions should:a. define student learning outcomes that are appropriate to higher education with defensible standards for assessing whether students are achieving those outcomes;b. articulate how they prepare students in a manner consistent with their mission for successful careers, meaningful lives, and, where appropriate, further education. They collect and provide data on the extent to which they are meeting these goals;c. support and sustain assessment of student learning outcomes and communicate the results of this assessment to stakeholders;3. consideration and use of disaggregated assessment results for all student populations for the improvement of student learning outcomes, student achievement, and institutional and program-level educational effectiveness;4. if applicable, adequate and appropriate institutional review and approval of assessment services designed, delivered, or assessed by third-party providers; and5. periodic assessment of the effectiveness of assessment policies and processes utilized by the institution for the improvement of educational effectiveness.

Working Group Folder

LINES OF INQUIRY

How do internal and external assessments align with the College's Mission and clearly stated goals at the course, program, and institution levels? What evidence supports the College's goals, mission, and institutional priorities to prepare students for meaningful lives, further education, and successful careers? And how are the appropriate constituencies made aware of these initiatives?
What evidence demonstrates that the faculty and others follow an organized and systematic sustained assessment approach that enables the monitoring of student achievement and program goals? How is this approach evaluated regarding its ability to ensure the improvement of educational effectiveness?
How does the college share the results with the necessary stakeholders and review those assessment results to improve educational effectiveness? What evidence can be provided to show that the results lead to college-wide, collaborative action? How is assessment used in the allocation of resources toward new and existing programming?

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