HLC Self Study
Chapter 6 Graphic

Documentation of Assessment

The SAAC EZ is a web-based program that has been used to document course and program level assessment since 2004. It is specific to instructor, course or program and section. The SAAC EZ is linked to the Faculty Evaluation Plan (FEP) that appointive residential faculty members must submit every three years and that probationary faculty must submit every year for the first five years of employment. Faculty are encouraged and taught how to include assessment of student learning as part of their peer evaluation for improvement of practice.

A growing number of residential faculty members use the SAAC EZ form as an assessment instrument. A substantial increase in course level documentation derived from the Faculty Evaluation Plan has been recognized. Faculty participation with the course level documentation component has more than doubled from approximately 30 percent during 2006-2007 to 62 percent in 2007-2008. Most recent 2010 SAAC data shows the new Team EZ collaborative assessment form contributing to an increase in faculty participation in assessment.

The Team EZ is a web-based program that was developed in spring 2010 to address a suggestion from assessment consultant Dr. Henry Rinne. In his report to the College, Dr. Rinne recommended that the Institution develop a collaborative assessment model which resulted in the Team EZ form. Unlike the SAAC EZ form, the Team EZ allows for the tracking of cyclical data collection and analysis at the course or program level. It also provides the flexibility to assess across multiple sections of a course, across multiple courses within a division and even across divisions for courses in learning communities. Of the 78 faculty members utilizing the SAAC EZ program during spring 2010, the majority (66 faculty) participated using the new Team EZ form to document 16 team projects. An additional 12 faculty used the traditional SAAC EZ form to document individual projects. Some examples of the collaborative assessment included: Math Common Finals, Sociology 101 End of Semester Common Assignment, Economics 212 Common Final Exam, Counseling Common Final, and the English 101 Common Writing Assignment.

Challenges facing assessment outcome application persist despite increased faculty participation. While many faculty are documenting student performance and identifying new pedagogical approaches using the SAAC EZ process, the number of faculty closing the loop to reassess the impact of these changes over time needs improvement.  Still, there are promising examples of faculty that have documented the full assessment cycle. One example relates to Economics 211 and 212 and the collaboration between full-time and adjunct faculty that teach these courses.  These faculty documented several pedagogical interventions that resulted in improvements. For example, one team member applied a new approach that utilized individual and student group exercises concerning financial modes which produced a successful outcome score improvements from 69 to 83 percent. Another team member applied active learning strategies, including student graphing hypothetical business cycles, which also produced an improvement in student success scores from 39 to 65 percent. The College continues to encourage all faculty to implement learning strategies designed to improve student success and continually assess change that informs improvements in curriculum and pedagogy.