NORTH CENTRAL TEXAS COLLEGE
SECTION IX
The QEP assessment and institutional effectiveness plan includes a detailed review of program and student learning outcomes connected with structured support services and in-depth institutional research. The planning and evaluation consist of multifaceted programming, strategic planning, and operational analysis.
collected directly from student performance in courses, faculty and staff artifacts such as syllabi (Appendix M) and student data rosters, as well as summative data from student surveys and artifact development. Quantitative data will be continually and regularly analyzed to ensure the QEP is meeting program and student outcome goals. An important component of assessment will be qualitative data gathered from discussions within task forces, committees and department meetings, and student evaluations. Employer feedback will be sought following career events, hiring events, or experiential learning opportunities.
The college gives credibility to ongoing, integrated, institution-wide planning and assessment. The competencies, objectives, and outcomes are established by the faculty and staff and are fulfilled through the curriculum and services provided to students. The NCTC Institutional Effectiveness Guide for Formal Evaluation and Reporting provides an internal assessment guideline. Data is collected on an ongoing basis (semester and annual) and entered into TracDat. Instructional units contribute results and analysis to an annual assessment report. All data and reports are continually available to the college community via the Office of Research & Reporting. Each evaluation unit is responsible for analyzing successes/failures and creating action plans to affect improvement.
Assessment methods will include rubics used consistently across programs and divisions; Institutional Review Board (IRB) approved pre and post surveys (Appendix N); seminar evaluations (Appendix O); the First Destination Surveys, and support services internal skills and readiness assessments. Additional assessment includes mock interview structured review and resume reviews by career coaches, regular and collaborative review of employer responses to internships, internal student enrollment data and rosters, and activity and engagement reports. Student usage data to be collected from virtual platforms, including Candid Career (skills development), Purepost (portfolio development), Purepost Knowledge Center (professional development), SkillsBuild (skills development). Additional career development platforms will include Skills 2 Succeed Academy, CareerLion by Handshake (online job board), Clifton StrengthsQuest code assignments, What Can I Do With This Major? (WCIDWTM) quarterly usage data, Career Cruising skill assessments, and Student Lingo. All these virtual platforms are available on the college website and are free to students.
Programmatic Assessment The QEP Committee created a robust and multifaceted assessment plan to monitor effectiveness and support continuous improvement. Continuous and consistent assessment, with critical data review and implementation of changes in response to data, will be a hallmark of Aspire to be Hired. Assessment is structured to deploy at various identified points within the Aspire to be Hired implementation map to include surveys, success measures, engagement rates, and activity tracking. Assessment of the QEP is intentionally comprehensive, as it includes measures of overall program goals that are supported by student learning outcomes, and the impacts of the proposed actions and activities.
All Career and Technical students will be encouraged to create a professional portfolio and participate in the First Destination Survey. Professional resume development and portfolio creation is provided for in the Purepost career development platform. Digital portfolios can be housed in the student “passport” and accessed by career coaches, and employers. Assessment tools allow for students to have multiple opportunities for success.
Assessment occurs at the student, course, and programmatic levels. Formative and summative data is collected throughout the QEP. Regular review is planned to occur in the QEP Committee and task force meetings. The QEP Committee is dedicated to adapting Aspire to be Hired to meet students needs and assure value added for student success
Listed on the following pages are the program and student learning outcomes with their supporting assessment methods, measures, benchmarks (final criteria in program Year Five), and feedback are listed and described.
The initial assessment plan and development have been completed; however assessment will be adaptable to ensure accurate and appropriate data is being retrieved. Initial data has been compiled, in part, from historical career services data and pilot data including pre-surveys and graded QEP assignments. As indicated, data will be QEP REPORT ASSESSMENT
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