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 Accuplacer or ACT tests for placement purposes. Challenge tests also allow eligible students to complete an appeal process to place into college-level math and English courses.
MACC graduates are assessed by several different means including program-specific Technical Skills Attainment (TSA) exams, the Missouri General Education Assessment (MoGEA) exam, and the Health Education Systems Incorporated (HESI) exam. In addition, critical thinking skills are assessed in selected general education courses.
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.