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Assessment of Student Learning

Moberly Area Community College is committed to the ongoing, systematic assessment of student learning as a measure of the effectiveness of instructional programs. Assessment of student learning occurs across multiple levels and includes both direct and indirect measures. Faculty, staff, and administrators use the results of these assessments as they consider policy recommendations, curricular revisions, and program decisions.

Student learning is assessed through a bimodal approach--by instructional program and by level. MACC students are assessed upon entry to the College by means of the COMPASS, ASSET, or ACT tests for placement purposes.

MACC graduates are assessed at the end of their course by several different means including completion of the Work Keys test (certificate and Associate of Applied Science programs), the College Basic Academic Subjects Examination (CBASE)exam (Associate of Arts in Teaching program), and the Health Education Systems Incorporated (HESI) exam (Nursing programs). In addition, the Collegiate Assessment of Academic Proficiency (CAAP) test is administered in selected general education courses each spring to assess general education competencies of currently enrolled students.

Other common methods of assessment utilized within MACC degree programs are licensure/certification tests, capstone courses, and internship experiences that are evaluated by the employer. Thus, learning is assessed at various times throughout the student’s college experience: at entry, during the course of study, and at completion of a degree or certificate program.

Each degree program has a statement of purpose or philosophy that clearly articulates the broad learning objectives of the program. Specific student outcomes are also assessed as part of each program’s assessment plan. All degree programs at MACC contain a core general education component.

Throughout each term, instructors evaluate student work in a variety of ways. Evaluation data is collected and analyzed during the current or subsequent term as need and methodology dictates. Course syllabi and course delivery are then revised as appropriate in order to improve students’ opportunity for academic success.

More detailed information about the process of assessing student learning at MACC may be found in the College’s Institutional Effectiveness Plan.