Online Program Outcomes Assessment

Instructions and Guidelines for Completing the Online Program Outcome Assessment

The following instructions describe how to use the online program outcomes assessment tool. This online tool uses that same platform as course evaluations (CoursEval) and you access it and login into it the same way as you would access course evaluations.
Note that these instructions will be updated as they evolve

  1. Click here to go to the online program outcomes assessment login page – you can also login by going to the NWIC homepage, clicking “Faculty and Staff Resources,” and clicking the link in the first column for Program Outcomes Assessment login. Make sure that you are using a web browser other than Internet Explorer to log in.
  2. Enter your username, which is your NWIC employee number, and your password, which is included in the email sent to you if you are teaching classes in a given quarter that are part of a program of study.

Completing the Survey

The survey is presented in two parts: Assessment-Ready and Assessment Results

Completing the Assessment-Ready portion of the survey:

The assessment-ready part of the process is to be completed early in the quarter as it forms the framework for the assessment that is done later in the quarter.

The goal of this assessment process is to determine the level of proficiency of your students in meeting the program outcomes associated with this course and to determine how to improve the course and its delivery in order to increase student proficiency in meeting the program outcomes in the future. In order to do this you must have clear framework for assessing students’ proficiencies.

New for Winter 2017 – Questions have been added to collect information about course outcomes assessment within each class. There is now one question (#5) to become course outcomes assessment-ready and one question toward the end of the survey to report course outcomes assessment findings.

Please use the following steps to become assessment-ready:
The first five questions must be answered before the assessment-ready part of the survey can be submitted.

  1. Login and click on one of the classes listed for you to assess
  2. After reading the instructions, scroll to the bottom of the document where you will see question #13. This question lists the program outcomes that are to be assessed in this course (if a current curriculum map exists) The program of study’s curriculum map lists which program outcomes are to assessed in this course and at what the minimum expected level of proficiency is for students (the threshold). Some programs of study have complete curriculum maps while some programs do not. If this course is part of a program of study with a complete curriculum map then the expected outcomes and thresholds will be listed and you are to leave the text box blank. If the program of study does not have a complete curriculum map then all of the program outcomes for that program will be listed and you are asked to identify which program outcomes you will be assessing. Note that a full listing of the program outcomes for all programs of study offered at NWIC are posted on the Program Outcomes webpage. Please consult the program outcomes webpage and discuss which program outcomes to assess with other faculty teaching the same course and with instructional administrators.
  3. Scroll back to the top of the survey and answer question #1 – assessment strategy. The assessment strategy refers to the method that you will use to assess student proficiency in meeting the program outcomes in this class.
    • You will need to identify an activity or assignment, such as a final class report or presentation where assessment of program outcomes achievement will take place. Typically, the assessment strategy focuses on a single assignment rather than a series of assignments.
    • The next part of the assessment strategy is to articulate the criteria that you will use to assess student proficiency. For example, if the assignment is to make a final oral presentation the criteria may be: support of the main points, following the assigned structure, use of logical reasoning, use of oral communication skills: volume, clarity, connects with audience, etc. Note that grades and attendance do not constitute criteria for assessment. (see NWIC’s grades vs. assessment webpage for more detail)
    • The third part is to identify when in the quarter the assessment will take place, such as the final two weeks of the quarter.
  4. Complete the rubric for this assessment strategy in questions #2-4. Each of these three questions is asking the same information as it relates to the three levels of proficiency (from highest to lowest proficiency): Accomplished (A), Developing (D), and Beginning (B). It is import to keep in mind that the levels of proficiency at the program level. In other words, an entry-level course, such as HUMS 120 in the ATA in Chemical Dependency Studies will be at the beginning level because it is at the beginning level for the program. Students may exceed this level but that is the threshold. Also note that some programs have program outcomes rubrics (see the program outcomes website to see if one is posted). This rubric may be very useful in answering questions 1-4 although the criteria and characteristics for each proficiency level may need to be altered to fit the particular assessment strategy that you are using in this class. Here are guidelines for completing questions 2-4 . There is a lot of excellent information available on the internet about how to develop useful rubrics, including NWIC’s rubric webpage available here. Here are descriptions of the three proficiency levels:
    • Accomplished level: for each of the criteria listed in question 1 describe what characteristics a student must exhibit in order to be considered at the accomplished level. In this case accomplish level means fully meeting the program outcomes for the program. In general, this means that for each criterion the student achieved it fully.
    • Developing level: Address the same criteria and for the accomplished level but the developing level indicates having partially achieved the program outcomes, typically during a midpoint in the program of study.
    • Beginning level: Address the same criteria as for accomplished and developing but at the completion of a course in the beginning level. Beginning, in this case, does not mean lacking any proficiency (that would be below the beginning level).
  5. Complete the question to become assessment ready to assess course outcomes. This is a single question asking you to briefly identify which course outcomes are being assessed and what strategy and brief rubric will be used. Note that, unlike program outcomes assessment, course outcome assessment expects that students achieve an accomplished level for all courses since the level of proficiency is relative to the course while program outcomes are relative to the program.

Once the Assessment-Ready questions have been completed submit the survey (do so by clicking the SUBMIT button at the bottom of the survey). You will be able to return to the survey at the end of the quarter and fill in the assessment results. At the end of the assessment process you will need to edit the same survey to fill in the assessment results. You can do this by logging in, clicking on the “Surveys” menu in the upper-left part of the screen, clicking on “completed surveys,” and then “edit survey answers” for whichever survey you would like to edit.

Completing the Assessment Results portion of the survey:

This part of the survey is to be filled out after the assessment has been completed at the end of the quarter. It consists of the Findings (numerical values), the Analysis, and the Actions/Recommendations.

Select the number of students for each question:
  1. Total number of students currently enrolled in the class – include a student even if the student is no longer attending. This is the number on the official roster.
  2. Number of students assessed – remove any students no longer participating in the class and wasn’t assessed even if on the roster. This number must equal the sum of the number of students at the A, D, B, and below B proficiency.
  3. The next four numbers are the result of applying the rubric described in questions 2-4. If a student didn’t achieve the beginning level make sure to count the student in the below B number.
Analysis and Actions
The analysis and actions section of the report focuses on what the assessment data indicates about how well and in what ways student met or didn’t meet the program outcomes and then what improvements can be made in the future to increase student achievement of the program outcomes.
  1. Analysis – Review the data you collected in the assessment process in order to extract themes and patterns about what the students learned and what they didn’t learn relative to achieving the program outcomes. Look especially at areas in which a significant portion of the students did not meet the expected threshold level of proficiency (B, D, or A). Refer to the criteria and characteristics described in questions #1-4 above. Be as descriptive as possible in answering this question because it is the basis for determining the best interventions. It also documents where the students are as a class so that it is possible to see if the situation improves or not in future quarters.
  2. Actions and Recommendations – Describe what improvements you intend to make to this course or what you recommend to others who teach this course in order to address what students didn’t learn relative to meeting the program outcomes. Describe how the proposed improvements relate to and build upon any changes to this course made as a result of assessments performed during previous quarters. Your response to this question should build directly upon your response to the previous question. Be as concrete as possible in describing your 8htended actions and recommendations so that other faculty and administrators can put them into effect. If you or others faculty you communicate with have assessed this same course during previous quarters make sure to respond to those previous recommendations and describe if they worked or not and how you intend to modify or continue those changes.
  3. Fill in the assessment results for the course outcomes assessment. Note that the intention is that these results can be used both to improve your classes as well as to be collated and used to improve all other instances of the course, the course outcomes, and related courses, such as those in a course sequence.

After completing the Assessment Results section of the survey please click on SUBMIT. You can edit the survey contents until the survey is closed.


NOTE: This webpage is under development and may be updated – check back for improvements! Last updated Jan. 30, 2017.