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Transparency Framework

Transparency Framework

Transparency Framework

Assessment Plans

Assessment Plan-Report
The Assessment Plan-Report is used to track unit’s progress, communicate best practices to stakeholders, and serve as the unit’s e-portfolio. Each unit creates an outcomes-based assessment plan to address expected outcomes, and then reports assessment findings that result in change(s) toward improvement, effectiveness and/or efficiency. The plan and report resides in WEAVE. WEAVE is the university’s official web-based assessment management system. All reports are managed in WEAVE. 
 
The program learning outcomes (PLOs) are articulated within the program-level (academic degree) entity. In this entity the PLOs are identified, assessed and improvements demonstrated, annually. On the administrative-level, administrative outcomes are identified and are assessed, too. The assessment process specifically addresses how well are our students learning and developing and how well are our administrative/educational support services functioning.
 
The assessment process is very ends or outcomes oriented; focusing upon the current results of the institution’s efforts (as opposed to the processes implemented to bring about these results) as measured by services provided by academic, administrative support services and education support services units. These units have the following focuses:
• Mission/purpose statement
• Goals (optional for academic-level programs)
• Outcomes
• Assessment Measures/Activities and Targets
• Assessment Results and Analysis
• Action Plans
Institutional effectiveness is characterized by the following:
• Describing expected results through construction of educational (student learning and development) outcomes and administrative outcomes.
• Selecting of the means of assessment that will best determine the accomplishment of those outcomes identified.
• Actually conducting the assessment and recording of the data (results) of that assessment.
• Describing of how the data collected from assessment activities were used to improve student learning, instruction, services and processes.  
 
How units demonstrate mature data at North Carolina Central University:  Nine steps:
 
Findings/Results Section
1. Gather data and interpret findings and results.
2. Discuss the interpretation of the findings/results with program faculty. 
3. Discuss levels of student learning achievement/gains (e.g., met, partially met, not met) with program faculty.
4. Record faculty reactions and feedback on the interpretation of the findings as it relates to the achievement targets and gather supporting documents (e.g., selected student artifacts, reports, charts, scores, etc…).
5. Outline faculty decisions, ideas and/or strategies on ways to enhance and/or ensure students’ achievements on expected outcome(s) 
6. Write a detailed narrative that clearly articulates and documents steps 1, 2, 3, 4 and 5.
Related Improvement Action Plan Section
7. Create and implement Action Plan(s) that clearly articulates step 5. 
a. Include new strategies (methods, targets, etc...)
b. Include budget, if needed.
c. Include new assessment instruments
d. Include person or group responsible for Action Plans(s).
8. Monitor and record new findings/results and complete Action Plan(s). 
9. Share completed Action Plans (e.g., findings and discoveries) that reveal evidence of improved student learning and/or new teaching practices.
Analysis of Questions Section
Respond to 2-3 questions from the Office of the Provost related to institutional effectiveness.
 
Assessment Resources

Internet Resources for Higher Education Outcomes Assessment – Annotated links to a wide range of resources all related to assessment in higher education. This website is an excellent source of information on assessment practices at other institutions. Included are samples of assessment manuals, student learning outcomes plans and reports for various disciplines, and templates.

VALUE Critical Thinking Rubric

VALUE Written Communications Rubric

WEAVEonline Access -to access your entity. If you have forgotten your password, scroll down to the bottom of the login page and click onto Reset Password and enter your WEAVE ID (i.e., NCCU email address without  "@nccu.edu" -- ex.: tdoxey). WEAVE will send a temporary password to your NCCU email account. Once you have logged in with the temporary password, create a new password.  When you are in the system, hover over the Assessment tab (blue bar) to view assessment components (e.g., Mission, Goals, Outcomes, Measures, Achievement Targets, Findings and Annual/Special Reporting).

Current Assessment Activities

Outcomes-based assessment is a systematic process in which program faculty/staff articulate the intended results of the cumulative contribution of their program/service. In outcomes-based assessment, the unit articulates what it intends to accomplish in regard to its services, research, student learning, and faculty development programs. The unit purposefully plan so that the intended results (i.e., outcomes) can be achieved; implement methods to systematically--over time--identify whether the end results have been achieved; and, finally, use the results to plan improvements or make recommendations for curriculum changes, pedagogy strategies/approaches, policies and procedures, recruitment, retention, services, and/or provide credible evidence for resource allocation, or new resource requests. This systematic process of evaluation is then repeated at a later date to determine whether the improvements contribute to the outcomes (Adapted from Bresciani).
 
Academic degree program-level outcomes
The program learning outcomes (PLOs) are articulated on the program-level (academic degree). The PLOs are identified, assessed and improvements demonstrated, annually. The assessment plan specifically addresses how well are our students learning and developing.
 
Evidence of Student Learning 
 
Evidence of student learning includes results of assessment activities. This may include evidence of indirect (e.g. surveys) and direct (e.g. portfolio) student learning as well as institutional performance indicators (e.g. licensure pass rate)
 
Assessment Plans and Reports
 
Use of Student Learning Outcomes
 
This component represents the extent to which evidence of student learning is used to identify areas where changes in policies and practices may lead to improvement, inform institutional decision-making, problem identification, planning, goal setting, faculty development, course revision, program review, and accountability or accreditation self-study.
 
Student Learning Outcome Statements 

At North Carolina Central University, teaching, supported by research, is the primary focus of the university as affirmed in the university's mission statement. Accordingly, student success is the top priority. The Office of Institutional Effectiveness in concert with the Office of University Accreditation engage the university in a comprehensive approach to assessment of educational programs and academic and administrative services. The focus is to enhance student learning which is measured through defined outcomes that address student competence.

Examples of NCCU Student Learning Outcomes

 
NCCU complies with Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex in all programs and activities (including sexual harassment and sexual violence) in the University's educational programs and activities. For additional resources or to file a Title IX complaint, visit the NCCU's Title IX webpage.
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