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ERIC Number: ED335078
Record Type: Non-Journal
Publication Date: 1991-Jul
Pages: 149
Abstractor: N/A
Reference Count: N/A
An Investigation of Assessment and Documentation of Student Academic Achievement in Community Colleges and A Proposed Model.
Craig, Ford M.
In an effort to determine the methods used to assess and document student achievement at two-year colleges within the Mid-Plains Technical Community College Area (MPTCCA) in Nebraska and to develop an effective assessment model for use within the MPTCCA, surveys were sent to 79 chief executive officers representing all public, two-year, technical community colleges in Nebraska and the surrounding states. A total of 64 usable surveys were returned for an 81% response rate. In addition to the survey, interviews were conducted with assessment personnel at MPTCCA member institutions, and available MPTCCA data records were examined. Findings from the questionnaire included the following: (1) 37.5% of the responding institutions indicated that they had an organized, ongoing system to assess student academic achievement; (2) approximately one-half of the assessment plans in use were directly related to the institution's mission statement; (3) student achievement was most frequently assessed in academic transfer and vocational/technical programs; (4) 54.7% of institutions reported using the Assessment of Student Skills for Entry Transfer (ASSET) test; (5) student critique of instruction was used most frequently for pre-graduation assessment, while job-placement studies were the most common approach to post-graduation assessment; and (6) assessment findings were used about equally by institutions for revising curricula, facilitating strategic planning, and meeting accountability mandates. Interviews revealed limited assessment activities within the MPTCCA. A literature review, the survey instrument, interview questions, and a copy of the assessment model are included. (JMC)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A