Core Ability Assessment
“Assessment is an ongoing process aimed at understanding and improving student learning.” (Angelo, AAHE Bulletin, November 1995, p. 7).
Each administrator, staff, and faculty member is expected to understand, value, prioritize, and communicate assessment as a critical institutional practice. This page is meant to serve as a resource specifically supporting institutional core ability assessment reporting. The documents provided here are also included in the Aultman College Institutional Effectiveness and Assessment Plan (IEAP). The college core ability rubrics are the standards by which faculty create their own course rubrics, which are submitted with the course-level assessment report forms below.
Aultman College Core Ability Rubrics:
“Writing Across the Curriculum” is an initiative being led by our English faculty members. The core ability, Demonstrating Information Literacy, is a key aspect of this initiative, and is an academic assessment emphasis for 2015-16. A webpage dedicated to this writing initiative is being created, and faculty course rubrics will be posted here to share with each other.
Course-Level Core Ability (GLO/SLO) Course Assessment Reports, by Program:
Starting in 2015, faculty submit course-level assessment reports through Tk20™ , a comprehensive online assessment and data management system.
Tk20™ also functions to maintain curriculum maps that identify where the core abilities are being assessed across the college. Emphasis (Low, Medium, High) pertains to the frequency and/or the overall importance of each core ability indictor within the course. Levels (1-3) are based on the following:
Level 1 = Introduction – e.g., the first time students are exposed to a concept or topic; may only be expected to recall that information
Level 2 = Practice – e.g., students should be able to perform beyond simple recall
Level 3 = Application – e.g., students had time to practice, and can now apply what they learned
The four core abilities are assessed following a timeline located in the IEAP appendix. The timeline will be revisited after each assessment period to determine if/when the college is ready to move on to the next core ability.
Co-curricular assessment initiatives are also underway, demonstrating how learning occurs outside the classroom. They tie general education core abilities to student learning outcomes in areas such as financial aid, student life, library services, and learning support. The co-curricular assessment process uses this co-curricular assessment report form.