Student Learning Process
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Annual Assessment Outcomes

Assessment of Student Learning 2010-11

Assessment of Student Learning 2009-10

Assessment of Student Learning 2008-09

Assessment of Student Learning 2007-08

Assessment of Student Learning 2006-07

Assessment of Student Learning 2005-06

Assessment of Student Learning 2004-05

Assessment of Student Learning 2003-04

Matrix of Student Learning and Institutional Effectiveness



Phillips Community College of the University of Arkansas began restructuring the assessment
plan in 2002. The restructuring was based on the concept of assessment as a dynamic,
continuously changing process.  Rather than focusing on creating a specific document the
Assessment Committee developed a process which would meet the needs of the institution as changes occurred.

The institutions commitment to assessment is reflected by its commitment to providing resources
to insure the student goals are attained.  This may mean academic remediation, ensuring proper training for adjuncts so there will be consistency from course to course, and prepare for on-line
and compressed video instruction by instructor and students. Additionally, the assessment
committee instituted changes in procedures within the institution because of gaps identified in assessment process.

The Assessment Committee established thirteen assessment goals across all divisions in the institution. These goals represent the institutions annual report of assessment outcomes. The
actual goals can change from year to year.  Each of the goals included operational definitions, expected outcomes, verification of data, identification of a person responsible for collecting data, the timeline for assessment, the assessment method, report of data collection, and a plan for improvement.

In addition to institutional assessment, each academic division has developed a division assessment which lists specific outcome assessment strategies, data, and implementation processes. The evidence and documentation found in the division processes is the foundation in which the goals and expected outcomes are established in the overall institutional assessment outcomes.

The division assessment outcomes may be reviewed within the Dean's offices, Director of
Assessment and Institutional Effectiveness' office, Vice Chancellor for Instruction's office, or
under the Program Assessment link on this web page.

This evolving assessment process is on-going, inclusive, and responsive to change. In the last
two years, the assessment committee and faculty determined that in order to influence student learning outcomes, every division within the institution had to agree that they would be responsible for student learning. Core competencies were established and adopted (see core competencies).The core competencies are listed in the college catalog, posted on bulletin boards on each campus, as well as in the assessment of student learning process annual reports.

The Assessment Committee evaluated tools used in assessing student learning and institutional assessment (see matrix of student learning). Each division reviewed the tools and assessment process in place and found that although a formal document did exist that combined assessment
by each division, assessment procedures had changed. A matrix tool was designed to allow each division to include measures of student learning at several levels. These include course level, classroom level at end of program, program level at end of program, and program level after graduation.

In addition to student learning, measure of institutional assessment are included at the program
level prior to registration, within the course, at end of program, and periodically. Institutional level assessment included prior to registration, within course, and at end of program.  The matrix includes information about the assessment tool, definition, administration, use and location of results.


For information regarding these pages please contact Debbie Hardy.
E-mail:   Phone: (870) 338-6474 ext. 1242
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