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How will QEP Success be assessed?

Assessment of the QEP is two-fold

  1. Assessment of the process
  2. Assessment of student learning

Assessment is conducted by the Faculty Assessment Team assisted by the Director of Institutional Research and Effectiveness. Assessment of student learning includes one direct assessment for the Dimension of Learning Power – Changing and Learning and four indirect assessments of student learning. Assessment of the process includes the analysis of participating faculty feedback collected through monthly Faculty Learning Community Reflections.

What is a Direct Assessment?

A direct assessment is a student product or performance demonstrating learning. A common writing assignment, a one-page essay, serves as a direct assessment of students' Changing and Learning over time. The common writing prompt essays from the first and fourth exposures to Developing Learning Power - Changing and Learning are scored and compared as an indicator of students' growth over time. The common writing assignment is administered near the end of each term in the Learning Framework 1300 Pre-Core classes and in each of the three participating Core Curriculum discipline classes.

A Faculty Assessment Team calibrates, scores, and compares the essays of the first exposure (Learning Framework 1300) and fourth exposure (History 1301, English 1302, or Government 2306) using the Changing and Learning scoring rubric. Students are instructed by QEP faculty to post writing prompt responses to their ePortfolios and in the Richland College ePortfolio Changing and Learning Community. Since all students in the cohort to be assessed will have completed the mandatory Learning Framework 1300 course, each student already has the required ePortfolio account and has been trained to use it. Participating discipline faculty may employ ePortfolio in their course, but it is optional other than to instruct students to post writing prompt essays to their ePortfolios.

The Faculty Assessment Team, assisted by the Assessment Champion and Director of Institutional Research and Effectiveness, will select a random sample of common writing prompt essays from the pool of students who have completed their fourth exposure to Developing Learning Power. The random sample will be selected with a desired error of 5% and a 95% confidence level.

Performance targets have been determined for students' performance after four exposures to the Dimension of Learning Power - Changing and Learning. The focus is on increasing the percentage of students who demonstrate their capacity to change and learn through effort and the intentional practice of thinking by their ability to:

  • state their core beliefs and origins of the beliefs;
  • articulate their strengths and challenges for future improvement;
  • provide evidence of taking new and untested approaches by going beyond assignment guidelines; and
  • explain the value of divergent and contradictory perspectives or ideas.

These achievements of the Changing and Learning Scoring Rubric are appropriate for two-year college students and help prepare them to succeed at the junior and senior levels at four-year transfer institutions.

What is Indirect Assessment?

An indirect assessment measure reveals that learning has occurred without specifically demonstrating it. Indirect assessment measures for the QEP include:

  • student perceptions of their own Learning Power development derived from Effective Lifelong Learner Inventory (ELLI) administered three times;
  • results of QEP student feedback from focus groups each fall term;
  • overall student success in college, such as course grades including in-class retention each term; and
  • persistence to completion, as measured by Core Curriculum completion, transfer, and graduation.

Performance targets for each indirect measure have also been determined. The results of the direct assessment and indirect assessments will be evaluated by the QEP Director, the QEP Discipline Coaches (discipline faculty representatives), and the Director of Institutional Research and Effectiveness and shared with participating faculty and college leadership.

What is the timeline for assessment?

The assessment timeline includes:

  • Direct assessment of student learning
    • the common writing prompt to be administered at the end of each long semester in every participating QEP section
  • Indirect assessment of student learning
    • Effective Lifelong Learner Inventory (ELLI) administered pre- and post-completion of Learning Framework 1300 and at the completion of English 1302;
    • student focus groups conducted each fall term;
    • course grades including in-class retention analyzed at the end of each term; and
    • persistence to completion analyzed at the end of each term.
  • Assessment of the process
    • Faculty Learning Community Reflections collected and analyzed at the end of each academic year.
    • The Assessment Champion will facilitate the assessment of the process for continuous improvement.