Academics

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Principles Underlying the College’s Student Learning Assessment System

Five Towns College has formulated its Student Learning Assessment System (SLAS) based upon a number of principles. These principles were designed to assist in both the development and the implementation of the SLAS. They were also intended to make clear the values and guidelines underlying the SLAS. It should be noted that the process of designing and implementing the SLAS began in 2005 and is a dynamic process, not a static one. The SLAS undergoes regular reviews and modifications so that student learning at Five Towns can be constantly improved.

A. Scope

  1. The College’s Student Learning Assessment System must emphasize the key values, skills, knowledge, abilities, and dispositions essential for not only the General Education Program but for each Program of Study.
  2. Every student must be informed of the courses, the instruments, and the data for which her/his progress on satisfying a Graduation Standard for Proficiency will be assessed.
  3. Every student enrolled at Five Towns College merits regular feedback on his/her progress in satisfying the Graduation Standards for each Proficiency in the General Education Program and in her/his Program of Study.
  4. Any student achieving an “Unacceptable” score on an Artifact should be permitted the opportunity to redo, resubmit, and/or retake a submitted Artifact at least once within the time constraints established by the instructor.
  5. No student will be permitted to pass a course requiring an Artifact without receiving at least an “Acceptable” rating on the Artifact.

B. Administration

  1. The primary role of administrators is to: (a) facilitate for students and faculty knowledge of the College’s SLAS, (b) ensure the collection, storage, analysis, and reporting of SLAS data, and (c) oversee the process of making changes based upon SLAS data.
  2. Assessment specialists will provide ongoing individualized and group instruction to faculty and students.
  3. Administrators will ensure that “a culture of assessment” is maintained at the College.

C. Faculty

  1. The Division faculty are responsible for the development and refinement of the Proficiencies, Graduation Standards, Courses, and Artifacts for their particular degree programs.
  2. The Curriculum, Instruction, and Assessment Committee is responsible for the overseeing the General Education Program Committee, which is responsible for reviewing and recommending changes in the General Education Program.
  3. Changes in the SLAS are the responsibility of Division faculty and the Curriculum, Instruction and Assessment Committee.
  4. Any instructor teaching a course for which an Artifact is required must ensure that the required Artifact is corrected and submitted to the Administration in a timely manner.

D. Student Learning Assessment

  1. Student assessment is “data-driven” and “performance-based.”
  2. Assessment data must appropriately document that a student has attained the College’s Graduation Standard for Proficiency.
  3. Assessment data may range from video clips, audio files, rating sheets, and portfolios to PowerPoint presentations, photographs, worksheets, manuscripts, final examinations, etc. Data do not need to be paper-and-pencil-based, e.g., corrected tests, quizzes, and examinations.
  4. Assessment data ought to be as basic as necessary in order to demonstrate the attainment of a minimum Graduation Standard.
  5. Assessment data will be collected during each semester and reported at least annually.
  6. Assessment data will, at a minimum, satisfy the test of “face validity.”
  7. Assessment data ought to promote interrater reliability.
  8. Assessment data should be collected, corrected, stored, and reported as electronically as is feasible.
  9. Assessment data should promote the documentation of growth in student learning.
  10. Standardized tests should be utilized as Artifacts when College-developed Artifacts are unavailable, unreliable, time-consuming to administer, and/or expensive alternatives.