Assessment Plans

Assessment is an ongoing process. The cycle of assessment includes planning the assessment, collecting the evidence, examining the evidence, determining an improvement strategy, implementing the strategy, and beginning reassessment to determine if the improvement strategy has helped increase student learning.

Assessment Process

Macomb Community College faculty assess student attainment of course and program outcomes and report findings on course and program assessment action plans. These assessment action plans are housed in the Curriculum Warehouse. In addition to general demographic information, the action plans include descriptions of the evidence collected, the assessment tool used, an overview of assessment findings, the proposed improvement strategy, and the information dissemination plan.

Examples of Assessment Planning

Common Degree Outcomes Assessment Plan

Five Common Degree Outcome statements identify the skills, knowledge and abilities associate degree recipients of Macomb Community College are expected to achieve. as appropriate to the student's program. The five CDOs align with the college’s mission and include knowledge and skills that pertain to thinking competently, using mathematical knowledge, communicating competently, being sensitive to a global and diverse society, and using necessary technological skills.

In 2016-2017, a team comprised of faculty, Academic Development staff and Institutional Research will initiate a pilot project to develop a framework to assess Common Degree Outcomes. In addition to developing a framework for CDO assessment, the team will identify indirect and direct assessment methods and will ensure validity and reliability of the assessment methods. After completing the pilot project, evidence of student learning will be gathered and analyzed. This evidence of student learning will be disseminated, discussed, and appropriately utilized throughout the college to in turn improve student learning and achievement of the CDOs.

The Fall of 2016 will be used to plan the assessment strategies, ,and the collection and assessment of student artifacts will occur during the Winter 2017 semester.

The initial CDO to be assessed during the 2016 – 2017 academic year is:

5. The graduate is sensitive to issues relating to a diverse, global society.

  • The student will have an understanding and appreciation of multicultural factors and their personal, professional and societal significance.
  • The student will grasp technological, scientific, and economic advances in the context of their broader societal and international impact.
  • The student will have an understanding and appreciation of diverse geographical, historical, sociological, and psychological viewpoints.

In addition to the direct assessment initiative, Common Degree Outcomes have been indirectly assessed using the Community College Survey of Student Engagement (CCSSE) data. CCSSE collects data on student engagement and five benchmarks of effective education: active and collaborative learning, student effort, academic challenge, student faculty interaction, and support for learners. The CCSSE data is collected every 3 years, with the first collection occurring in the Winter 2007 semester. The Program Assessment Team aligned applicable items on the CCSSE to Macomb's Common Degree Outcomes (CDOs) for an indirect assessment of CDOs. The Office of Institutional Research created a report that maps students' perception of involvement in activities identified in CCSSE to the five Common Degree Outcomes. The report indicated that students perceived they are involved in the activities that are identified in CCSSE and are mapped to Common Degree Outcomes. The report also indicated that this involvement has increased over time.

Another indirect measure of Common Degree Outcomes is the Graduation Report. Official course syllabi indicate which CDOs students are exposed to in each course. Using this information, a CDO graduation report was created to indicate graduating students’ level of exposure to each CDO. This indirect assessment is used to determine the extent to which graduating students have taken courses that align to each of the CDOs.

Program Outcomes Assessment Plan

The program assessment plans continue to build on the work (detailed below) that was completed in 2014 by the Program Assessment Team. Last year, 2015 – 2016, all program outcomes and related assessment activities were housed centrally for the first time in the Curriculum Warehouse.

This year the program outcomes will be published publicly for the first time in the 2017- 2018 e-Catalog. During the 2016 – 2017 academic year, the program faculty will review the program outcomes housed centrally in the Curriculum Warehouse. Edits to program outcomes will be submitted to the curriculum committee by the end of February 2017 for inclusion in the catalog. In addition to the review and editing of program outcomes, ongoing program assessment will occur. A third of the programs have assessed in the last two years with the expectation that all program will be assessed in the next two years.

The Office of Academic Development collected information across disciplines on program level outcomes and assessment activities. The information is housed in the Curriculum Warehouse. There are approximately 70 programs that lead to degrees as well as many transfer plans, certificate options, and areas of study at Macomb. Each of our career area programs has advisory boards and many have outside accreditation bodies in addition to the North Central Association’s Higher Learning Commission accreditation. The lead faculty member in the career area program ensures that the program outcomes and content meet the accreditation body's standards and align to national/state examinations and certifications.

Program Outcomes Assessment Team (Three year – completed project)

A Program Assessment Team, comprised of cross-disciplinary faculty members and administrators from Institutional Research and the Center for Teaching and Learning, developed and disseminated processes, strategies, and resources to the wider college community on program assessment. The Program Assessment Team developed workshops, and gave presentations to faculty at Faculty Development Day and Institutional Development Day. The Program Assessment Team also presented at the 2013 TRENDS conference.

2011-2012 Year 1 Goals Completed:

  • Reviewed direct and indirect assessment methods
  • Shared research on other community college s’ program assessment strategies and types of information those institutions communicated externally
  • Attended Higher Learning Commission (HLC) workshop on program assessment
  • Reviewed the outcomes for the program(s) chosen to be a part of the pilot project
  • Reviewed alignment of program outcomes to Macomb's Common Degree Outcomes (CDOs)
  • Mapped classes (identification and mapping of courses within the program that support the program outcomes and/or CDOs)
  • Developed rubrics or assessment tools for assessing classes that map back to program outcomes and CDO's.
  • At end of year 1, reviewed the three-year project goals

2012-2013 Year 2 Goals Completed:

  • During the Fall 2012 semester, completed assessment strategy activities and prepared to assess courses in Winter 2013 semester
  • Winter 2013 semester assessment occurred

2013-2014 Year 3 Goals Completed:

  • Reviewed assessment process, assessment tools, and strategies
  • Best practice workbook/guide developed for program assessment
  • Disseminated assessment project results to all stakeholders
  • Shared best practice workbook/guide across the college

Course Outcomes Assessment Plan

Top 30 Courses

In addition to the ongoing course assessment activities (housed centrally in the Curriculum Warehouse) for the over 1,000 courses offered at Macomb Community College, the Top 30 course assessment initiative began in 2010.

In 2010 Macomb Community College identified the Top30 courses - courses that either have the most sections offered and highest student enrollment and/or are most often taken by students who earn a degree from the college. A concerted effort was made to assess the outcomes in these courses. By 2015 all Top 30 courses had gone through the assessment cycle and will continue to assess on a regular schedule.

Academic Calendar