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ERIC Number: ED394538
Record Type: Non-Journal
Publication Date: 1996-Mar-25
Pages: 8
Abstractor: N/A
Reference Count: N/A
Creating the Link between Institutional Effectiveness and Assessment.
Easterling, Doug; And Others
The self-examination process used by Sinclair Community College (SCC), in Dayton, Ohio, is designed to improve student learning and the processes that contributes to effective and efficient learning. In 1988, SCC created a college-wide Assessment Steering Committee (ASC) charged with reviewing the status of assessment practices at SCC and making recommendations related to assessing student academic achievement. During its second year, the ASC adopted the following three policies which formed the cornerstone of all subsequent assessment initiatives: mandatory assessment and placement of entry level basic skills, mandatory summative assessment of students' skills in their major, and mandatory assessment of students' general education skills. In 1992, a fourth policy guaranteeing career graduates' performance and transfer units was added. Another major phase of the evolution of assessment at SCC was the design of a long-term plan for the assessment of student academic achievement based on the "Plan-Do-Study-Act" Shewhart Cycle. This model has been integrated into a continuous improvement model, which is used to evaluate SCC's major assessment goals. In addition, SCC undertook a mission modeling exercise and focus group sessions to determine the college's structure, systems, staff, skills, style, strategy, and shared values. As a result, the following six core indicators of success were identified: provide students with access to success, promote lifelong learning, enhance student development, sponsor regional cooperation and leadership, provide a quality workplace, and use resources prudently. (MAB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A