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ERIC Number: ED346899
Record Type: Non-Journal
Publication Date: 1992-Jun
Pages: 46
Abstractor: N/A
Reference Count: N/A
Customizing an Assessment Model: Why Off the Shelf Won't Work. The Development of an Institutional Effectiveness Model at Clark State Community College, Springfield, Ohio.
Salerno, Albert A.; Kristofco, John P.
During the 1991-92 academic year, Clark State Community College's (CSCC's) Task Force on Institutional Effectiveness met on approximately 20 occasions to develop an instrument to assess the degree to which the college was achieving its goals. The group began with the assessment model produced by the Ohio Board of Regents in 1989-90, which had been adapted from a grid model developed by the National Alliance of Community and Technical Colleges several years earlier. The model CSCC selected to adopt and modify had several distinct features. First, the model required that all of the institutional components to be examined (areas of inquiry) were directly tied to the college's mission statement. Second, the model divided the college's assessment into three basic categories: resources, processes, and outcomes. Finally, the model required the development of specific indicators of success corresponding to each area to be examined. For example, one area of inquiry falling under the category "resources" is "students," which includes the following success indicators: (1) the college has recruitment plans consistent with its mission; (2) enrollments are consistent with college goals and resources; (3) the racial/cultural composition of the student body meets college goals; and (4) the demographic profile of the student body meets college goals. CSCC customized the model by defining key and ambiguous terms, and by identifying the individuals responsible for responding to each indicator. The assessment model, which presents areas of inquiry and indicators in both grid and outline format, is attached. (JMC)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A