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Mid-Level Assessment
Mid-level assessment of student learning occurs at the course level through course grades, individual classroom assessments, final examinations, pre- and post-testing, retention studies, and student evaluations of teaching.
Course Grades
Faculty issue final course grades at the end of each semester. These grades are used to indicate student mastery of the objectives of the course and are used to compute grade point averages. Faculty are expected to evaluate students frequently enough to get a sound measure of the quality of their work and to give them ample opportunity to improve their grades. The use of fixed quotas or "curves" on grading is not encouraged. Grades are issued at the close of each semester on a letter basis indicating quality of academic work as follows:
| A |
Superior Work: excellence in originality of work; accuracy and grasp of content; independence in completing work; and literate expression of ideas, imagination, and initiative
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| B |
Above Average Work: high achievement in knowledge and grasp of work, effective use of knowledge, independence of work, and competence in expression
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| C |
Average Work: average attainment in familiarity with course content, participation in class work, evidence of intellectual growth and thinking, and intelligible expression of ideas
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| D |
Below Average Work: meager achievement in both quantity and quality of work, difficulty in understanding principles, slow progress, and instructor direction needed to meet requirements
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| F |
Failing Work: failure to achieve the minimum requirements for passing, inaccurate results, faulty reasoning, irresponsible, vague, disorganized, and lack of initiative
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| Inc |
Incomplete Work: unable to complete the required work by the close of the semester; approved only when student has maintained a passing grade prior to the incompletion. No incompletes will be approved for students who have not completed work through three-fourths of a session; all incomplete grades must be completed within the next semester of the regular academic year.
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| WS |
Withdraw: Satisfactory
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| WU |
Withdraw: Unsatisfactory
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| P |
Pass: Pass/Fail; the grading policy for some courses |
Letter grades earned in developmental courses are by designation only and are not computed when figuring grade point average.
Academic Probation
Students who attempt six or more credit hours and fall below a 1.60 grade point average will be placed on academic probation for one semester. Students not showing improvement during a probationary semester may request permission to continue from the Dean of Academic Affairs or the Dean of Career and Technical Education, as determined by the student's major. No student placed on academic probation will be allowed to carry over sixteen hours. Tutoring services are available for students needing additional help in achieving academic success. Additionally, a mentoring program is available to assist students who are struggling academically.
Classroom Assessments
Assessment involves both teachers and students in the continuous monitoring of students' learning. Faculty conduct individual classroom assessments through various means at the course level. These assessments provide faculty with useful information on how well students are learning throughout the semester. Instructors are encouraged to allow for daily or weekly input from students concerning their learning progress. Weekly participation points for learning progress reports, "one-minute" assessments, and journaling are some examples of the ways MACC instructors have encouraged feedback from students. Course portfolios are being utilized in several classes to provide instructors with an additional assessment of student progress.
Comprehensive Final Examinations
Students are given comprehensive course finals at the end of each semester. The course final enables faculty to assess how students have progressed toward meeting course goals.
Developmental Education
MACC's commitment to an open admissions philosophy is made possible by a strong developmental education program. The college has established developmental courses which concentrate on student writing skills, reading skills, math skills, and algebra skills: Fundamentals of English, Fundamentals of Critical Reading, Fundamentals of Math, and Fundamentals of Algebra.
Assessment of developmental education centers on the use of pre- and post-tests. All students scoring into Fundamentals courses are given a pre- and post-test to determine progress in the course. Student success is also assessed through journals and surveys. Results of the pre- and post-tests and surveys are reviewed by administration, faculty, and Learning Center staff to develop recommendations for curricular improvement. In developmental education, assessment is an ongoing and active process.
Developmental classes are coordinated and offered in conjunction with other courses for the benefit of the students at MACC. Students who need to take developmental reading, for example, have the choice of pairing the reading course with a college-level course. Readings are then done in a specific content area. Students are able to develop the skills necessary for academic success not only in the area of reading but also in the content area.
Course Evaluations
The primary purpose of course evaluations by students is to improve teaching and learning. These evaluations provide feedback to instructors and administrators concerning student perceptions of the effectiveness of instruction in the course.
All full-time and part-time instructors administer course evaluations each semester. Typically, a student representative distributes the survey in class, collects the responses, and returns them to the appropriate dean's office. Survey responses are tabulated and a summary report is prepared for each course section. Faculty receive feedback on written comments and the summary form for their courses through their respective dean. The dean monitors the survey results to detect any potential issues that could be addressed.
External Surveys
MACC participates periodically in external surveys that also provide mid-level assessment of student learning.
Assessment of Support Services
As part of its institutional effectiveness plan, MACC has implemented an assessment of support services process. This is a two-step evaluation process. Support service departments conduct a self-study, identifying their strengths and weaknesses. Additionally, an Assessment of Support Services Committee oversees an annual Student Satisfaction Survey in which students evaluate the quality of support services offered across the institution. Information from both sources is compiled in a final report that is presented to the department and the President. Departments use the results of this evaluation to set goals and devise strategic plans to strengthen the services they offer.
Student Retention
MACC defines retention as the return of full-time, certificate/degree-seeking freshmen. Although MACC achieves a retention rate above the national norm, the College strives to improve upon this trend. A Retention Committee oversees the retention efforts of the College.
The Retention Committee developed and implemented SEAM (Student Empowerment and Mentoring), a comprehensive retention plan, and continues to monitor its results. The foundation of this plan is MACC's statement of institutional commitment to retention:
Moberly Area Community College is committed to providing a learning environment and support system that encourage students to achieve their educational goals. Whether a student is engaged in a single course or a full program of study, MACC is dedicated to student success.
Key elements of the SEAM plan include mentoring, placement scores, academic advising, paired classes, expanded orientation, and classroom instruction and assessment. Performance indicators examined in the success of SEAM include student gpa's, student and mentor evaluations, course retention studies, semester-to-semester and fall-to-fall retention rates, student attitudes on surveys, and local versus national retention rates.
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