Assessment process of setting a value on real or personal property, usually for the purpose of taxation. It is carried out either by central government agencies or by local officials. Property may be assessed on the basis of its annual rental value, as in Britain, or its capital value, as in the U.S. Various methods are used to determine capital value, including analysis of market data to estimate the property’s current market price, estimation of the cost of reproducing the property minus accrued depreciation, and capitalization of the property’s earnings. Because educators have used the word “assessment” in a variety of ways, it’s important to understand its specific definition in education today.
The Higher Learning Commission (HLC), has identified five fundamental questions for institutions to use in discussing and defining assessment: 1. How are your stated student learning outcomes appropriate to your mission, programs, and degrees? 2. What evidence do you have that students achieve your stated learning outcomes? 3. In what ways do you analyze and use evidence of student learning? 4. How do you ensure shared responsibility for assessment of student learning? 5. How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?
The HLC’s complete statement on assessment can be found at: www.ncahlc.org/download/AssessStuLrngApril.pdf Using these questions as a guide, OCC has developed its own definition of assessment, which is broadly published in various college documents including the College Catalog (p. 43), Student Handbook, Schedule of Classes, and the assessment website: Assessment is an on-going process aimed at understanding and improving student learning. It involves making our expectations clear to students and setting appropriate outcomes for learning. It helps determine how well student performance matches those outcomes. It uses the resulting information to improve student learning. The assessment process helps to support OCC’s shared academic culture dedicated to assuring and improving student learning. Assessment of student learning occurs at various academic levels. The goals at each level are different.
The goal of classroom assessment is to enhance student learning. Instructors use a variety of methods in the classroom to get feedback about student learning in terms of course objectives.
Every degree, diploma, and certificate program has a statement of purpose and learning outcomes. Each learning outcome is measured by the faculty in the program through a variety of assignments, tests, practicum’s, projects, and licensing examinations. Also, in some cases program graduates are surveyed to get feedback about how well the program prepared them for their jobs. The goal of program assessment is to revise and improve the curriculum of the program and to insure student success.
General Education Assessment
Students come to college for a variety of reasons. Regardless of the reason, it is the goal of the college to give its students an education including general skills and knowledge critical for success in life. Therefore, the OCC faculty have identified ten General Education Outcomes and have incorporated them into the general education requirements of the college. These outcomes are assessed in the same way as course learning objectives in the classroom. Additionally, Student Assessment of General Education (SAGE) occurs college-wide each year.
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