ERIC Number: ED342437
Record Type: RIE
Publication Date: 1991-Nov-15
Reference Count: N/A
Assessing Skills from Placement to Completion.
A system to provide objective measures of institutional effectiveness was implemented at the Roswell branch of Eastern New Mexico University to determine whether the college was accountable to students, staff, and taxpayers; to improve the curriculum and programs; and to prepare for accreditation review in 1991. A task force spent the summer of 1988 researching and reviewing various forms of outcomes assessment. The program now consists of the following: entering students take placement tests in reading, English, and mathematics using the "Asset"; students in "College Success," a required course for entering students are given the Critical Thinking test; and after the completion of 45 units, the tests are retaken to obtain a post-test score. In addition, the school began tracking developmental studies students through their college coursework. Results of the testing efforts included the following: (1) in 1989-90, 46% of the entering students passed the math placement test, 49% passed the English placement test, and 59% passed the reading placement test; (2) in 1990-91, when Roswell switched to the "Asset" placement test, only 34% passed the math section, 32% passed the English test, and 35% passed the reading test; and (3) in 1989-90, 96% of the students enrolled in developmental math classes passed, 82% passed developmental English classes, and 83% passed developmental reading, while in 1990-91, pass rates were 88% for math, 73% for English, and 84% for reading. One of the advantages of the Roswell's testing program is that it facilitates comparisons with similar institutions and national norms. (JMC)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the North Texas Community College Conference (November 15, 1991).