Kankakee Community College is committed to improving academics at the course, program, and institutional levels by assessing student learning and making adjustments to our programs and courses in order to improve student success.
On this site you will find academic assessment plans, current assessment activities and changes being implemented that reflect our assessment data
Figure based on National Institute for Learning Outcomes Transparency Framework. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies and habits of mind that students are expected to acquire at an institution of higher education.
These outcomes are listed institutionally, through programs, and through courses.
Integrate health, safety, and nutrition practices according to local, state, and national standards.
Provide a respectful, diverse, and inclusive program.
Use interpersonal skills to develop respectful relationships with children and adults.
Demonstrate professional and ethical standards. 9.Advocate for children, families, and the profession.
Computer Graphic Technology
Produce design documentation (multiview drawings, section views, and floor plans) using feature and location dimensions according to industry drafting standards using CAD software such as Autodesk AutoCAD.
Demonstrate advanced 2D CAD software concepts using Autodesk AutoCAD software such as: 2D parametric drafting, standard blocks, dynamic blocks, plotting layouts, annotative objects, and external references.
Demonstrate solid modeling design concepts using Autodesk AutoCAD software.
Develop a product using a rapid prototyper (ie 3D Printer)
Create realistic static and animated visualizations of designs using backgrounds, material assignments, lighting and shading using Autodesk 3ds Max.
Create exploded pictorial drawings, assembly drawings, and material component lists using a parametric modeler such as Autodesk Inventor.
Develop complete architectural plans using common architectural standard graphic practices using a Building Information Model (BIM) software such as Autodesk Revit.
Create highly detailed organic models using sculpting, texturing, and painting tools for film, television, industrial, and gaming industries with Autodesk Mudbox software.
Develop and create a basic video game by combining art, 3D modeling and programming.
Demonstrate proper use of a digital camera and apply photographic techniques such as: composition, fast action, panning, night time, depth of field, macro, focus lock, and black and white settings to produce creative images for the computer graphic industry.
Design, build and maintain a website
Design and build a comprehensive mock-up of a retail package.
Repair and correct a damaged photograph using Abobe Photoshop
Create a poster by generating and manipulating of photographic and graphic images.
Create a 2D animation using Abode Animate and/or After Effects.
Design a corporate identity by applying relationships between type, illustration, and photographs in a layout using Adobe InDesign software.
Create a digital illustration for print and/or web publications using the basic elements of art and principals of design.
Construction Craft Laborer
Describe usage of all tools, machinery and equipment commonly used in the construction of roadways and parking lots.
Identify symbols and measurements used in common blueprints.
Utilize surveying equipment to offer appropriate information about potential construction site
Identify solutions to common problems in working with pipe.
Demonstrate knowledge of typical building systems and construction materials.
Demonstrate proper techniques in working with concrete.
Perform satisfactory service to all types of customers.
Calculate strength and resilience of various construction materials.
Identify various commercial building operational strategies.
Demonstrate differential leveling theory and practice.
Identify major mechanical and electrical systems of commercial buildings.
Construct forms and property handle and cure various masonry products.
Complete project bid using blueprints and provided specifications.
Interpret various building code provisions.
Students will examine the roles and the importance of including students with disabilities, as appropriate, and all team members in planning individualized education programs (i.e, IEP, IFSP, Section 504 plan) for students with disabilities.
Students will observe local educators working with students in the Pk-12 classroom environment.
Students will reflect on the classroom techniques and strategies used by local educators.
Students will evaluate best practices and research-based materials against benchmarks within the disciplines.
Students will research the tools and knowledge related to latest findings (e.g., research, practice, methodologies) and technologies in the disciplines.
Students will examine how teaching and student learning is influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community.
Electrical Engineering Technology
Use safe work habits and techniques when constructing, installing, maintaining, troubleshooting, or repairing industrial machinery and systems.
Properly use basic hand tools, small power tools, and standard measuring instruments commonly employed in the field of industrial machinery and systems.
Successfully construct circuits, translating industry-standard drawings and documentation into their intended physical manifestations, properly performing their intended physical functions, using effective technique in the installation of industrial machinery and systems.
Effectively troubleshoot and diagnose common electrical circuit and system faults by drawing sensible and reasonable conclusions from all available data.
Effectively troubleshoot and diagnose common electrical circuit and system faults by accurately analyzing the appropriate drawings and documentation relative to noted trouble symptoms.
Effectively troubleshoot and diagnose common electrical circuit and system faults by accurately gathering measured data and noting trouble symptoms; and, then correctly interpreting this data.
Make successful repairs of usual faults in common electrical circuits and systems.
Explain the structure of the criminal justice system in terms of its major components
Describe the nature of the rule law, and describe its purpose in democratic societies
Explain the basic purposes of policing in democratic societies.
Describe the nature of due process and specific constitutional amendments on which due process guarantees are based.
Identify and explain the roles of the various professional members in the criminal justice system.
Describe the goals of contemporary criminal sentencing.
Explain the similarities and differences between the juvenile and adult systems of justice.
List the various categories of theoretical approaches used to explain crime.
Machine Tool Technology
Demonstrate safe work habits when operating machine tool equipment in the lab.
Explain the most commonly used machine tool equipment and most economical methods for a given task.
Show the proper usage of machine tool equipment used in industry today.
Show proper use and operation of machine tool equipment.
Use accuracy when measuring and manufacturing parts.
Apply safe manufacturing workplace practices and take corrective actions.
Demonstrate basic measurement in manufacturing through geometric dimensioning and tolerance.
Apply lean and quality practices in the manufacturing industry
Describe the purpose of preventive and predictive maintenance in the manufacturing industry.
Explain the various manufacturing processes in the manufacturing industry.
Describe the key elements of production workflow, production planning, and production control in the manufacturing industry.
Describe the roles of management and productions workers in the manufacturing industry.
Identify global supply chain logistics life cycle in the logistics environment
Explain product receiving, product storage, order processing, packaging and shipment, and Inventory control methodologies in the logistics industry.
Evaluate communication for clarity and professionalism in both written and oral formats.
Determine and exhibit professional values and professional behaviors in the work environment.
Assess technology and technical skills to manage information and solve problems.
Compare and contrast interpersonal skills and attitudes for working in an office environment
Apply proofreading techniques to identify and correct errors
Exercise appropriate customer service skills in all situations.
Students will describe and define the role of the paralegal in the legal profession through mastering legal terminology, reviewing basic legal research and writing techniques, and developing professional ethics.
Students will perform legal research in the library and online while stressing the fundamentals of legal analysis and writing, citation checking, and verification of authority.
Students will perform routine tasks involved in managing a law office, including managing case files, following ethics rules, and billing for work performed.
Students will research, analyze, and apply both federal and state codes, both civil and criminal, to a variety of fact patterns and will further be able to apply and analyze rules of evidence as they apply to those fact patterns.
Students will develop and apply their research and analytical skills to technology that is specific to a law office.
Students will develop the skills necessary to work on a variety of real property issues under direct attorney supervision, including document drafting and production.
Students will develop the skills necessary to work on a variety of corporate law issues under direct attorney supervision, including drafting and producing documents necessary to establish and maintain business organizations.
Students will develop the skills necessary to work on a variety of estate planning and probate issues under direct attorney supervision, including document drafting and production necessary to plan for and process probate proceedings.
Students will develop the skills necessary to work on a variety of family law issues under direct attorney supervision, including drafting appropriate documentation, managing case files, and conducting case-specific research.
Students will apply necessary paralegal skills from all previous courses into a) a real-life setting in a law firm or other legal organization or b) a comprehensive analysis of a problem or legal research issue.
Supply Chain Mgmt./Global Supply Chain
Define the functional components within logistics to the interrelationships in the integrated supply chain.
Explain business functional areas such as transportation, warehousing, distribution and logistics.
Determine the challenges of doing business internationally.
Identify the challenges of domestic and global logistics management.
Describe forecasting and inventory management theories and methodologies.
Tower Construction and Maintenance
Demonstrate the common knots used in safe tower climbing practices.
Demonstrate proper and safe climbing techniques per course requirements and safety regulations.
Define and describe Full Restraint Systems.
Define and describe Full Arrest Systems.
Tie and define the uses of the thirteen common knots and hitches.
Demonstrate safe work habits in the operation of welding, cutting and fabrication.
Formulate welding symbols and effectively demonstrate their use.
Explain metallurgy concepts and identify metals and weld methods used in industry.
Evaluate proper methods required for strong welds and accurate cuts.
Identify the appropriate equipment required in a fabrication setting.
Explain the proper setup and use of gases for the various types of welds.
Identify the proper procedure for preparing, welding & destructively testing a completed weld coupon per the AWS code.
Health Careers Programs Outcomes
Coding Specialist Certificate
Create and maintain patient medical records.
Schedule and register patients accurately, following established policies.
Assign CPT, ICD-10 and HCPCS codes to patient encounters, applying and mastering all applicable coding guidelines.
Apply the concepts of medical necessity for test and services ordered.
Create and submit accurate and complete insurance claim forms for processing and reimbursement.
Verify charges and post payments.
Examine the revenue cycle by identifying each step in the process and the responsibilities of the coder and biller.
Assign codes for multiple types of services interpreting medical documentation while applying coding guidelines and regulatory principles obtained from coding manuals and/or online resources
Emergency Medical Technician- Paramedic Certificate
Manage responsibility and accountability for pre-hospital care while practicing within the legal, ethical and regulatory scopes of EMS practice.
Manage major classification of medications according to mechanism of action, clinical condition used to treat, therapeutic effect, side effect, indications, contraindications, dosages and administration routes.
Create effective verbal, non-verbal and written communication with clients and health care team members.
Implement critical thinking skills in pre-hospital emergencies using evidenced based practice for decision-making.
Formulate the most appropriate treatment plan based on the patient assessment.
Implement the most appropriate intervention based on EKG interpretation.
Integrate a triage system based on assessment in a mass casualty incident.
Medical Laboratory Technology Associate’s Degree
Collect and process biological specimens for clinical laboratory testing, understanding all aspects of specimen integrity.
Perform routine clinical laboratory tests and analyze results.
Recognize factors that affect procedures and results and take appropriate action within predetermined limits when corrections are indicated.
Prepare reports, keep accurate records, and communicate results both manually and by utilizing computers.
Relate laboratory findings to common disease processes.
Perform and monitor quality control within predetermined limits, resolving any problems that occur.
Perform preventative and corrective maintenance of equipment and instruments or refer to appropriate sources for repairs.
Comply with safety and governmental regulations.
Possess knowledge and skills in the principles and practices of professional conduct.
Have communication skills sufficient to serve the needs of patients, the public, and members of the health care team.
Understand importance of continuing professional development.
Medical Laboratory Assistant Certificate
Use common medical terminology.
Demonstrate knowledge of infection control and safety practices.
Follow standard operating procedures to collect specimens.
Prepare blood and body fluid specimens for analysis according to standard operating procedures.
Prepare/reconstitute reagents, standards and controls according to standard operating procedures.
Perform appropriate tests at the medical laboratory assistant level, according to standard operating procedures.
Follow established quality control protocols.
Communicate (verbally and non-verbally) effectively and appropriately in the work place.
Identify and report potential pre-analytical errors that may occur during specimen collection, labeling, transporting and processing.
Nursing Assistant (CNA) Certificate
Utilize functional knowledge of the communication process in developing effective interpersonal relationships.
Demonstrate a basic understanding of the organization of health care facilities including the roles of the registered nurse, practical nurse, and nursing assistant.
Demonstrate competency in performing basic nursing assistant skills (according to IDPH standards) for individuals requiring health care, while maintaining patient rights, safety, and infection control.
Communicate significant patient observations by recording and reporting to appropriate members of the health care team.
Demonstrate a sense of caring and sensitivity to the needs, problems, and situation of the individuals with whom he or she has contact.
Apply HIPAA standards in order to protect the privacy of the individual’s health information.
Demonstrate respect for the individuals’ culture, gender, race, class, ethics, and experiences.
Exhibit characteristics of dependability, honesty, and teamwork.
Demonstrate the ability to initiate basic CPR and the Heimlich maneuver.
Demonstrate a basic understanding of human anatomy and common health problems, including Alzheimer’s and related disorders.
Describe the duties and responsibilities of the phlebotomist in the health care setting.
Demonstrate basic understanding of the anatomy and physiology of body systems and medical terminology as it relates to the major areas of the clinical laboratory.
Identify the equipment and supplies utilized in blood and non-blood specimen collection and describe the methods of processing and handling.
Apply proper technique in collection of blood by venipuncture, capillary and arterial procedures.
Perform a minimum of 100 successful unaided blood collections - to include venipunctures and skin punctures.
Participate in 100 hours of clinical in a full-service or outpatient laboratory.
Perform other duties required of a phlebotomist, i.e., filing, data entry, and accession of patient’s history using a computer.
Apply theoretical concepts to appropriate clinical practices.
Demonstrate professionalism and proper communication skills.
Physical Therapist Assistant Associate’s Degree
Demonstrate academic excellence in physical therapy education.
Graduate competent entry-level Physical Therapist Assistants who function effectively under the direction and supervision of a Physical Therapist.
Provide exceptional services to our academic, professional and community partners.
Practical Nursing Certificate
Utilize the nursing process to deliver safe and effective care to clients throughout the life span.
Relate evidenced-based research findings to nursing care and clinical decision making.
Organize a caring, person-centered environment where client choices related to cultural values, beliefs, and lifestyle are respected.
Demonstrate effective utilization of resources to meet client needs.
Radiography Associate’s Degree
Image Production and Evaluation - Produce quality diagnostic images for interpretation.
Professional Behavior - Uphold professional behavior while adhering to the radiographer’s practice standards.
Safety - Comply with the principles of radiation protection standards to ensure a safe environment for patient, self, all health professionals, and the public.
Clinical Decision Making - Organize patient radiographic examinations utilizing critical thinking skills to achieve optimal diagnostic images.
Communication - Implement effective verbal, non-verbal, and written communication skills with patients, the public, and members of the health care team.
Managing Care - Integrate concepts and theories to provide patient centered care and assessment in the performance of radiologic procedures.
Collaboration - Collaborate in a dynamic healthcare environment to promote standards of excellence in medical imaging. _
Registered Nursing Associate’s Degree
Manage responsibility and accountability for nursing care while practicing within the legal, ethical and regulatory scopes of nursing practice.
Create effective verbal, nonverbal, and written communication with clients and health care team members.
Utilize the nursing process in the promotion of health for safe and effective client care.
Organize client care integrating the nursing process and evidence-based practice for clinical decision making.
Manage a nursing environment that supports a caring person-centered environment, where client choices related to cultural values, beliefs, and lifestyle are respected.
Formulate health education to promote and facilitate informed decision making and achieve positive client outcomes.
Collaborate with clients and health care team members in the responsibilities of shared planning, decision making, problem solving and goal setting to provide quality care.
Utilize effective resources to meet client needs.
Respiratory Therapist Associate’s Degree
Demonstrate the ability to perform all cardiopulmonary therapeutic procedures safely within the scope of his/her education.
Accurately interprets clinical information from medical records and physical findings.
Communicates effectively in the healthcare setting.
Demonstrates ethical and professional behavior in the clinical setting.
Applies the knowledge gained in the program to be successful on the NBRC Multiple Choice Therapist Exam upon program completion.
College plans for gathering evidence of student learning might include institution-wide or program-specific approaches that convey how student learning will be assessed, the data collection tools and approaches that will be used, and the timeline for implementation.
General Education plan
The following general education outcomes will be assessed during the listed semesters:
Written Communication - Spring 2018
Ethical Reasoning - Fall 2018
Reading Comprehension - Spring 2019
Quantitative Reasoning - Fall 2019
Inquiry and Analysis - Spring 2020
Verbal Communication - Fall 2020
The rotation will then begin again which puts every outcome on a 4-year rotation.
Only recognized general education courses that list the outcome as a general education learning objective will be assessed.
The list of courses are in the academic catalog.
All courses and sections will conduct the general education assessment.
Instructors will submit artifacts to the manager of curriculum and assessment.
The Institutional Research Office will generate a random sample of students.
A team of six faculty will meet in the summer to norm train, assess artifacts, and make recommendations based on the results.
Results and recommendations will be communicated to faculty and students.
Gen ed outcomes that were affected by changes need to be re-assessed the next semester after implementation of recommendations for re-analysis.
The outcome will be re-assessed in four years.
Faculty are provided time during the faculty in-service at the beginning of the semester to select one course objective to focus on, and create and submit a course assessment plan around that objective.
Final reports accompanied by two artifacts of student work per faculty member are submitted during finals week.
Reflections and artifacts are available for KCC faculty to view through the Assessment Resources page of the KCC employee portal.
Program assessment plans are in progress.
Assessment is the process of gathering and interpreting information about student learning. It is evidence that provides an outward sign of “proof.” It may be one of many variables contributing toward success. The real question is not whether we are doing a good job teaching but are we systematically reviewing, documenting and assessing the relevant evidence? It gives us the power to toot our own horns over the success of our courses or programs. It provides an ongoing process to continually improve teaching and learning effectiveness.
Why do assessment? What’s in it for me?
Course and program improvement - Assessment provides feedback to determine how courses and programs can be improved to enhance student learning.
Self evaluation of instruction - Assessment can be used by faculty to help them self-evaluate and improve their teaching.
Course design and revision - Assessment can help in the design of new courses with respect to rationalizing the need for that new course and how it should be positioned in the in the curriculum. Additionally, learning outcomes can be used by the faculty in the classes that they teach to assist them in developing assignments that include the intended abilities, knowledge, values and attitudes of that course or program.
Curricular assessment and change - Assessment can help departments think about their curriculum. A department can determine in which of the offered courses each learning outcome is addressed to determine if redundancy or overlap occur and where gaps exist.
(Adapted from Gronlund, 2000 and Roth, Beyer, and Gillmore, 2002)
Classroom assessment is completed by individual faculty within the context of individual classes. Formal and informal measures of learning are collected and assessed and instruction is modified as necessary to improve. This type of assessment is not documented or monitored by the college; it is completed by individual faculty within the context of individual classes. Formal and informal measures of learning are collected and assessed and instruction is modified as necessary to improve. This type of assessment is not documented or monitored by the college.
Course-level assessment measures student learning upon the completion of a particular course. Each department is expected to conduct course-level assessments. It is important to emphasize that course-level assessment is not measured at the section level. It is a reflection of what students have learned in the course regardless of who is teaching it. Faculty are encouraged to work together within their departments to review and select course outcomes to measure. Completed course assessment plans for Spring 2018 should be submitted to email@example.com.
Program-level assessment measures student learning upon the completion of a particular degree or certificate. The program assessment process is designed to align course-level outcomes and curriculum requirements to the degree or certificate. Program outcomes are defined by the faculty and are written to reflect the accumulation of skill and knowledge a student will gain through the curriculum. Often program level learning outcomes are informed by a licensure or certification exam and/or other industry and employer standards. Programs will be assessed in collaboration with the existing program review cycle that occurs every five years.
General education assessment
The general education program at KCC is designed to enable students to acquire communication and reasoning skills at a level reflecting college-level learning. Students who complete the general education program will be able to examine complex topics and apply systematic processes to form conclusions.
The college-wide general education objectives are:
Reading Comprehension: Student will comprehend the reading required in their chosen curriculum.
Verbal Communication: Student will use clear, concise language in verbal communication.
Written Communication: Student will demonstrate written communication that is organized and coherent.
Quantitative Reasoning: Students will reason and solve quantitative problems from a wide array of contexts.
Ethical Reasoning: Students will apply skills in ethical reasoning and come to understand the ways ethical issues affect individual behaviors, individual lifestyles, and public life.
Inquiry and Analysis: Students will examine complex topics and apply systematic processes resulting in formed conclusions.
The KCC Assessment Handbook provides you with information to successfully develop and complete classroom, course and program assessments. You’ll find examples of assessment techniques, report forms and answers to often-asked questions. Here is an outline of the contents:
What is assessment and why should I assess?
The Introduction explains the purpose of assessment and includes levels of assessment used at Kankakee Community College.
How do I define and develop student learning outcomes?
Chapter 1 provides you with an overview for writing measureable course and program student learning outcomes. It stresses the importance of defining expectations and standards and includes how to make revisions to existing outcomes in order to assure each statement is clear.
What is a CAT - classroom assessment technique?
Chapter 2 is a short explanation and examples of CATs. Faculty use CATS for immediate feedback on how students learned at the end of particular module or unit.
How do I plan for course assessment?
Chapter 3 provides ten steps to tailor an assessment plan to match the learning outcomes of your course.
How do I plan for program assessment?
Chapter 4 is for individuals needing assistance in developing plans for program assessment from beginning to end.
What is an appropriate method of assessment?
Chapter 5 includes guidelines for selecting appropriate methods of assessment that can help identify strategies and methods to collect assessment data.
How do I use results to improve courses and programs?
Chapter 6 describes how to apply results and close the loop of assessment.
Assessment forms for planning assessment and report forms for course, program, and general education assessment
Current assessment activities include information on a full range of projects and activities recently completed or currently underway to gauge student learning, make improvements or respond to accountability interests.
Changes are being implemented according to the results of general education assessments gathered in the last year. This can be found in the Use of Evidence tab.
KCC gathered general education data in written communication in spring 2018. A team of faculty assessed the student work, analyzed the results, and are drafting recommendations. This information will be presented at the 2018 fall faculty in-service, as well as published on this site.
KCC will gather data from all general education courses that list ethical reasoning as a general education objective in Fall 2018.
Course assessments will be ongoing on an instructor-by-instructor basis.
Program assessments are continuing to be done in CTE programs per their certification process.
KCC is entering into the third year of the Higher Learning Commission Assessment Academy in fall of 2018. More information will be made available as this progresses.
Evidence of Student Learning
Evidence of student learning includes results of assessment activities. This may include evidence of indirect (e.g. surveys) and direct (e.g. assessment) student learning as well as institutional performance indicators (e.g. licensure pass rate).
As per the Quantitative Reasoning General Education Report made in Fall 2015, PSCI 1514 (Intro to Physical Science) will no longer have a quantitative reasoning general education objective and therefore will no longer be assessed. This decision was based on data and the fact that the course does not have a math prerequisite.
As per the Inquiry & Analysis General Education Report made in Spring 2016, instructors will develop ways to “keep a closer eye” on male students as they prepare and organize for research projects.
KCC is accredited by the Higher Learning Commission, an institutional accreditation agency recognized by the U.S. Department of Education.
KCC participates in the Open Pathway option for accreditation, which follows a 10-year cycle of activities. The college will participate in a Quality Initiative Project between 2021-2024 and will have its next Comprehensive Evaluation for Reaffirmation in 2024-2025.
KCC also seeks external accreditation for many of our academic programs.
Individuals or other organizations and institutions who want to conduct research involving human subjects at KCC must have their work reviewed by the Institutional Review Board. KCC’s Office of Institutional Research oversees the work of the Institutional Review Board.
In support of KCC’s mission “Enhancing quality of life through learning,” the Office of Institutional Research collects, analyzes, interprets and reports data to lead institutional effectiveness. Institutional Research services and data are listed above. They:
Facilitate data-informed decisions by the academic division, student support services, operations, and leadership
Support strategic planning
Lead college-wide accreditation
The KCC Office of Institutional Research is a member of both the national and state Associations for Institutional Research and upholds its Code of Ethics.
The core values represent shared beliefs about the qualities that reflect KCC’s essential characteristics. In fall 2008, KCC faculty and staff voted on the core values that best represent the college and describe how they expect themselves and others to behave, set standards, and drive the organization’s priorities.
The college vision and mission were established over 20 years ago, and have been affirmed by the Board of Trustees annually.
In developing KCC’s strategic plan, the college focused on 5 strategic priorities: Institutional Culture and Diversity, Excellence and Innovation, Access and Value, Partnerships and Collaboration, and Success. Goals were created from these strategic priorities.
The goals and actions plans for the FY2020- FY2022 strategic plan were developed from:
Focus groups and surveys (with community leaders and current students),
Labor Market Analysis and the Data Book (college-wide data),
KCC is a flexible organization where teamwork is the expectation and student/client success the driving force. Our shared vision is to be a leader in creatively and rapidly responding to our community’s educational needs, emphasizing quality, affordability, and effective partnerships.
MISSION: The “what and why” of KCC
Enhancing quality of life through learning.
VALUES: The attributes we nurture and maximize to benefit each individual and the college Respect, Excellence, Learning, Integrity, Collaboration
GOALS: Strategies to achieve the mission
ACTION PLANS: Activities to achieve a goal
KPIs (Key Performance Indicators): Metrics that show whether current performance is on track to achieve goals
Improve student success through increased enrollment, retention, transfer, and completion rates.
Rationale: To achieve the mission of KCC, we will optimize the methods by which we reach potential and current students. Developing a comprehensive system to improve recruitment, retention, and completion rates is critical to improving student success.
Strategic Priorities: Access and Value, Excellence and Innovation, Success
Credit Division Enrollment
Create diverse, inclusive, and equitable teaching, learning, and work environments.
Rationale: KCC’s commitment to its core values fosters diverse and inclusive environments. KCC seeks to achieve equity in success outcomes for all its students and employees.
Strategic Priorities: Institutional Culture and Diversity, Success
Credit Division Enrollment
Nationally-Normed Survey Results
Recruitment and retention of underrepresented employees
Improve physical and virtual teaching and learning spaces.
Rationale: To increase student engagement in the classroom and beyond, we will accommodate various learning and teaching styles. Transformed learning spaces and integrated technology enable student engagement with instructional materials, peers, and faculty.
Strategic Priorities: Excellence and Innovation, Success
Nationally-Normed Survey Results
Structured Faculty Feedback
Student Evaluation of Instruction
Increase visibility and value in the community.
Rationale: As an open-access community college, KCC furthers the Illinois Community College Board (ICCB) mission of educating students and preparing a skilled workforce. To realize this mission, KCC will optimize the value we add to the K-12 school system and to the local economy. Expanding partnerships with businesses and schools in the district will strengthen career and transfer pathways for the students we serve.
Strategic Priorities: Partnerships and Collaboration
Non-Credit Enrollment: Continuing Education and Career Services and Adult Education
High School Market Share
Dual Credit Enrollment
College Readiness Indicators
Employer Engagement (Career & Technical Education Advisory and Employer Surveys)
Provide development opportunities to enhance KCC employee skills and knowledge.
Rationale: To optimize the mission of KCC, the professional development of employees is critical. This goal is the culmination of a 2018 AQIP Action Project and a college-wide initiative focused on improving the employee culture and customer service (“Cavaliers Care” and the “Bucket Initiative”). Further, a skilled employee base engages KCC in its core beliefs of excellence and learning.
Strategic Priorities: Institutional Culture and Diversity, Excellence and Innovation
The Grants Development Office consults with faculty and staff who wish to pursue external funding for projects that align with the college’s strategic goals. The office also:
Leads the Grants Committee in review of proposals by faculty and staff. The committee determines if grants should be pursued with college resources.
Fosters an environment of transparency by maintaining a database of grants and funding sources.
Getting Help with Grant Development
To pursue a grant, first complete a Grant Feasibility Form for review by the Grants Committee. After given approval to proceed, the Grants Development Office will:
Provide consultation and guidance on the project plan to the program director, who will be the writer of the grant proposal and director of the proposed grant-funded program. Guidance will be given on the full grant proposal process, including aligning objectives with strategic goals and programmatic needs, outlining the writing process, and formulating the evaluation plan.
Furnish a standard college profile for the proposal, and assemble and analyze research data including national, state, local and college demographics and statistics.
Creating a Grant Proposal
After strategizing the grant development process with the grants development director, the program director of the grant may move forward in writing and finalizing the grant proposal. This includes:
Analyzing the purpose of the proposal, outlining programmatic needs and finalizing the writing process.
Writing, formatting, and editing the proposal.
Garnering support from various stakeholders including institutional departments, local government agencies, and school districts who become important partners.
Submitting the proposal.
Coordinating the implementation of the grant if awarded, and leading the program through the grant award period.
Grant feasibility form
The Grant Feasibility Form must be completed for all grants over $5,000 (excluding TRIO) so KCC resources may be allocated for projects aligned with our strategic goals.
Send the completed form to Lesley Cooper, Director of Institutional Effectiveness & Assessment Development, at firstname.lastname@example.org at least 60 days before your grant submission deadline.
After review by the Grants Committee, you will be notified of KCC’s decision on whether to move forward with the proposed grant no later than 45 days before the grant deadline.
Contact Lesley Cooper in advance with any exceptions requested of this timeline.
AQIP-accredited institutions must undergo a Systems Appraisal every four years. This is an opportunity for an institution to get expert, objective, third-party feedback on its strengths and opportunities for improvement. In turn, institutions gain insight in determining the next targets for advancing quality in the institution through Action Projects and other plans.
Title: AQIP Systems Appraisal
AQIP Systems Portfolio Definition
AQIP Systems Portfolio
KCC's Systems Portfolio is an active document that specifies the systems that KCC has put in place to ensure that our mission is successful. It is part of the AQIP continuous improvement process, and is reviewed by HLC to ensure the evidence we provide continues to meet their criteria for accreditation.
Title: AQIP Systems Portfolio
AQIP Transitions Map Definition
AQIP Transitions Map
AQIP accreditation cycle is a pathway of eight years. The current, 2015 AQIP transition map shows the activities that involve HLC and KCC.
Title: AQIP Transitions Map
Academic Quality Improvement Program Definition
Academic Quality Improvement Program
The Academic Quality Improvement Program, or AQIP, is one avenue for a college to maintain accreditation with the Higher Learning Commission, and is what KCC has chosen institutionally. It is based on continuous improvement and relies on several indicators of quality.
Title: Academic Quality Improvement Program
Academic assessment Definition
The collection and use of evidence to monitor and improve student learning.
Title: Academic assessment
Academic year Definition
Consecutive Fall, Spring, and Summer semesters, typically mid-August to early-August. Financial Aid reporting and awards are based on academic year.
Title: Academic year
Colleges and universities voluntarily seek accreditation from non-governmental bodies to ensure that the education provided by them meets acceptable levels of quality. There are two types of educational accreditation: institutional and specialized.
Accreditation Liaison Officer Definition
Accreditation Liaison Officer
While the chief executive officer (KCC President) continues to be the primary contact point between the Higher Learning Commission and KCC, the ALO is the second line of communication about Commission policies, practices, and other matters related to accreditation. Appointed by the CEO of the educational institution, the ALO is responsible for:
Serving as a primary recipient of Commission communications regarding the institution’s accreditation, in addition to the chief executive officer.
Disseminating information and answers questions about Commission policies and procedures for all audiences within the institution.
Staying current with Commission policies and procedures.
Providing oversight and direction for the institution’s Data Update Coordinator (at KCC, this is the IPEDS keyholder) to ensure the currency, accuracy, and timeliness of information submitted to the Commission as part of the Annual Institutional Data Update (AIDU).
Providing oversight and direction for the timely submission of substantive change requests and reports required by Commission policy.
Facilitating responses to Commission inquiries, including complaints referred by the Commission staff to the CEO.
Maintaining the institution’s file of official documents and reports related to the institution’s relationship with the Commission. Such files are often kept in the president’s office.
Providing comments to the Commission as requested in its consideration of proposed policies, procedures, and issues affecting the accreditation relationship.
Ensuring that any changes in basic institutional information are reported to the Commission.
Ensuring that the institution meets its financial obligations to the Commission through the timely payment of dues and fees.
Title: Accreditation Liaison Officer
Active student Definition
A student who has been enrolled in the last 3 years. Please see definition of continuing student for cross-reference.
Title: Active student
The systematic collection, review, and use of information about the educational programs undertaken for the purpose of improving student learning and development.
Assessment instrument Definition
Tools and measures used to quantify a student's level of knowledge or development. Change in the scores on these instruments indicates learning or growth in the student.
Title: Assessment instrument
Assessment plan Definition
An explicit identification of who, what, when, where and how often each student learning outcome (SLO) will be assessed
Title: Assessment plan
Benchmarked data Definition
A standard by which something can be measured, benchmarking is used to compare peer institutions to improve results. After identifying the key metrics and indicators for benchmarking purposes (e.g., completion rates for part-time students), the peer or comparison group must be identified (regional, state, and/or national). (See Peer Institution for additional information).
KCC’s Office of Institutional Research (OIR) then gathers and analyzes data from three primary sources: through Complete College America (CCA), IPEDS, and the National Community College Benchmark Project (NCCBP). The analyzed data is reported across the College (through scorecards, KCC Institutional Research website, etc.). OIR then provides recommendations for sustaining or changing practices affecting current outcomes, and these recommendations are used to inform decision-making at both departmental and institutional levels.
Title: Benchmarked data
Indicates that one event is the result of the occurrence of the other event, i.e., there is a causal relationship between the two events. This is also referred to as cause and effect.
The use of a controlled study is the most common way of establishing evidence of causality between variables, but it is important to note that you cannot prove causation with any experimental design: You can only have weaker or stronger evidence of causality. Causal relationships are established by experimental design, not a particular statistical test. You could use a correlation as your statistical test and demonstrate that the true experiment you conducted showed causation.
In a controlled study, the sample or population is divided in two, with both groups being comparable in almost every way. The two groups receive different treatments, and the outcomes of each group are assessed. If the two groups have noticeably different outcomes, the different experiences may have caused the different outcomes. There are limits to the use of controlled studies; for example, it would not be appropriate to use two comparable groups and have one undergo a harmful activity while the other does not.
To overcome this situation, observational studies are often used to investigate correlation and causation for the population of interest. The studies can look at the groups' behaviors and outcomes and observe any changes over time. In any study, but especially in an observational study, evidence for causality is increased by including relevant covariates, giving a scientifically plausible causal path, replicating results and so on. However, even in the best experimental design, you don't prove causality.
Census date Definition
Official enrollment figures measured by the number of enrolled students on the 10th class day after the start of a term.
Title: Census date
Classification of Instruction Programs Definition
Classification of Instruction Programs
A six-digit code assigned to a content area by the U.S. Department of Education's National Center for Education Statistics (NCES). Each program of study has a Classification of Instruction Programs (or CIP) code; and each course has a CIP code that is assigned in the curriculum committee process. The codes are used for tracking enrollment and completion rates at the federal and state level.
Title: Classification of Instruction Programs
Classroom Assessment Definition
Includes two methods of evaluating student learning: formative assessment and summative assessment. Each is defined in this glossary.
Title: Classroom Assessment
A group of people, established for data tracking purposes, who share a common characteristic or experience within a defined time period. In institutional research, cohorts usually consist of full-time, first-year students who begin college in a given fall.
Community College Survey of Student Engagement Definition
Community College Survey of Student Engagement
KCC administers the Community College Survey of Student Engagement, or CCSSE exam every three years, which provides information on student engagement. The survey, administered to community college students, asks questions that assess institutional practices and student behaviors that are correlated highly with student learning and student retention.
Title: Community College Survey of Student Engagement
Competitive intelligence Definition
Competitive intelligence, or CI, is the action of defining, gathering, analyzing, and distributing intelligence about products, customers, competitors, and any aspect of the environment needed to support leadership and others making strategic decisions for an organization.
There is a process involved in gathering information, converting it into intelligence and then utilizing this in decision-making. CI essentially means understanding and learning what's happening externally, so the organization can be as prepared and empowered to anticipate and face challenges head on.
Title: Competitive intelligence
Complete College America Definition
Complete College America
Complete College America, or CCA, is a national nonprofit that works with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations. Over half of the states nationwide participate, providing comprehensive progress and student success data on two and four year colleges.
Title: Complete College America
Continuing student Definition
A student in the current term who was enrolled during the previous term. In the case of the fall term, “previous term” may mean either the previous summer or spring term.
Title: Continuing student
A statistical measure, expressed as a number, which describes the size and direction of a relationship between two or more variables. A correlation between variables does not automatically mean that the change in one variable is the cause of the change in the values of the other variable.
How Correlation is measured For two variables, a statistical correlation is measured by the use of a Correlation Coefficient, represented by the symbol (r), which is a number that describes the degree of relationship between two variables. The coefficient's numerical value ranges from +1.0 to –1.0, which provides an indication of the strength and direction of the relationship.
If the correlation coefficient:
Has a negative value (below 0), it indicates a negative relationship between the variables, meaning the variables move in opposite directions, i.e., when one increases the other decreases, or when one decreases the other increases.
Has a positive value (above 0), it indicates a positive relationship between the variables, meaning both variables move in tandem, i.e. as one variable decreases the other also decreases, or when one variable increases the other also increases.
Is 0, this indicates there is no relationship between the variables (one variable can remain constant while the other increases or decreases).
Course assessment Definition
The collection and use of evidence to monitor and improve student learning in specific courses.
Title: Course assessment
Course completion Definition
Successful Completion– An earned grade of A, B, C, or S (Satisfactory)
Non-Successful Completion – D, F, I (Incomplete), W (Withdrawal), WF (Withdrawal, Failing), WX (Institution Withdrawal/Non-Attendance), or U (Unsatisfactory)
Title: Course completion
Credit course Definition
A course used to meet the requirements of a degree or certificate granted by KCC.
Title: Credit course
Credit hour Definition
A unit of measure representing the equivalent of 50 minutes of instruction per week over the entire term. It is applied toward the number of credit hours needed for completing the requirements of a degree, certificate, diploma, or other formal award.
Title: Credit hour
Performance descriptors that indicate how well students will meet expectations of what they should be able to think, know and do. They are descriptive benchmarks against which performance is judged. These criteria or standards may be described in varying gradients of success as in rubrics or in grades. Often they are stated in terms of percentages, percentiles or other quantitative measures (Nichols, 2000) (See Descriptor, Rubrics, Benchmark)
Criterion-referenced testing Definition
Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined learning standards (criteria), i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.
Title: Criterion-referenced testing
Curriculum alignment Definition
The degree to which a curriculum's scope and sequence matches a testing program's evaluation measures, thus ensuring that teachers will use successful completion of the test as a goal of classroom instruction.
Title: Curriculum alignment
Data sources Definition
collecting most institutional data about students, KCC utilizes the Colleague student
information system and the reporting module Informer.
Title: Data sources
Developmental courses Definition
Courses that are below entry-level, credit-bearing college course levels. Developmental courses are designed to prepare students for college-level work, and are also known as remedial education. ICCB and Complete College America track placement in progress from developmental education and beyond in two subjects: math and English.
KCC tracks placement for math, English, and reading. Students may apply their financial aid towards these courses, although completion of these courses often does not fulfill graduation requirements.
Title: Developmental courses
Direct assessment method Definition
Direct assessment method
Involves students' display of knowledge and skills (e.g. text results, written assignment, presentations, classroom assignments) resulting from learning experience in the class/program. (Palomba & Banta, 1999)
Title: Direct assessment method
Distance education course Definition
Distance education course
Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor synchronously and asynchronously.
Technologies used for instruction may include the following: Internet, one-way and two-way transmissions through open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices, audio conferencing, and video cassette, DVDs, and CD-ROMs if the cassette, DVDs, and CD-ROMs are used in a course in conjunction with the technologies listed above.
Title: Distance education course
Dual credit Definition
An acceleration means
through which high school students may simultaneously earn credit toward high
school completion and a college degree. Dual credit students may attend courses at their high school, or on the KCC campus.
Title: Dual credit
Dual enrollment Definition
Similar to Dual Credit
where the high school student earns college credit but does not earn credit
towards high school completion.
Title: Dual enrollment
for coursework and payment of fees constitutes official enrollment.
Equated Contact Hours (ECH) Definition
Equated Contact Hours (ECH)
Method of equating lecture, laboratory, and other forms of instruction to determine faculty load.
Title: Equated Contact Hours (ECH)
Judging the value of evidence based on definite criteria. Behaviors related to evaluation include: concluding, criticizing, prioritizing, and recommending.
First-generation student Definition
Neither parent completed a Bachelor’s (4-year college) degree or higher. Even if a students’ parent earned their Associate’s degree, they are still considered the first in their family to go to college. Likewise, if the students’ parents attended a 4-year college, but did not graduate, they are considered first generation. The same applies even if the students’ sibling(s) attended and graduated from a 4-year college(s).
Title: First-generation student
First-time Applicant (to the credit division) Definition
First-time Applicant (to the credit division)
A student who has never applied to KCC in a prior term. The student may have postsecondary experience at another institution, but is applying for the first time at KCC. This includes students who entered with advanced standing (college credits earned before graduation from high school).
Title: First-time Applicant (to the credit division)
First-time Student (in the credit division) Definition
First-time Student (in the credit division)
A student who has no prior postsecondary experience attending any institution for the first time at the undergraduate level, and is enrolled for the first time at KCC in a term. This includes students who entered with advanced standing (college credits earned before graduation from high school). For first-time students in the fall term, this includes students who attended KCC for the first time in the prior summer term.
Title: First-time Student (in the credit division)
Fiscal year Definition
The Fiscal year (FY) is a 12-month period, running from July 1 through the following June 30, that is used for tracking financials and producing annual financial reports. Fiscal years are designated by the year in which the FY ends, not the year in which the FY begins. When looking at terms, a fiscal year is comprised of Summer, Fall, and Spring. Most ICCB reporting uses this standard.
Title: Fiscal year
Formative assessment Definition
Designed to give feedback to improve student learning at an intermediate state. Could be as formal as a quiz, or as informal as a simple question-and-answer (discourse) activity.
Title: Formative assessment
Foundational courses Definition
Courses that are below entry-level, credit-bearing college course levels. Developmental courses are designed to prepare students for college-level work, and are also known as remedial education. ICCB and Complete College America track placement in progress from developmental education and beyond in two subjects: math and English.
KCC tracks placement for math, English, and reading. Students may apply their financial aid towards these courses, although completion of these courses often does not fulfill graduation requirements.
Title: Foundational courses
Full-time equivalent Definition
Semester full-time equivalent (FTE) is equal to the number of students taking 15 credit hours that semester. This is calculated by taking the total amount of credits taken in a semester and divided by 15. For example, if there are 1,000 students each enrolled in 15 credits in the fall semester, then there are a total of 15,000 credits of instruction taken.
The FTE for the semester is 1000 (15,000/15). For annual FTE, the measure used is 30 credit hours. As another example, if 1,000 part-time students take a total of 6,000 credit hours, the FTE for the semester is 400 (6,000/15).
Title: Full-time equivalent
Full-time/part-time student Definition
Full-time status is reported as students enrolled in 12 or more credit hours, but full-time equivalent is calculated using 15 or more credit hours (Please see Full-Time Equivalent definition as a cross-reference).
Full-time student – A student enrolled in 12 or more credit hours in either the fall or spring academic term, or 6 or more credit hours in summer.
Part-time student – A student enrolled in less than 12 credit hours in either the fall or spring academic term, or 5 or less credit hours in summer.
Title: Full-time/part-time student
Gateway course Definition
For state and
national data collection and analysis purposes, this is entry-level
credit-bearing course in math and English above developmental level.For English, this is 1613 (English I).For math, this is 1814 (College Algebra).
Title: Gateway course
General education assessment Definition
General education assessment
A type of program assessment that uses student learning outcomes geared toward the general education requirements of the institution.
Title: General education assessment
Specific strategies leveraged to achieve an objective. For the college scorecard, the objective is the Mission Statement, and there are 5 stated goals to achieve this.
Graduation rate Definition
The percentage of students in a cohort that complete a degree or certificate in a set time frame. Data are collected on the number of students entering the institution as full-time, first-time, degree- or certificate-seeking undergraduate students in the fall semester of a particular year (cohort), by race/ethnicity and gender; the number completing their program within 150% of normal time to completion; the number that transfer to other institutions if transfer is part of the institution’s mission; and the number of students receiving athletically-related student aid in the cohort and number of these completing within 150 percent of normal time to completion.
Title: Graduation rate
The number of students enrolled for credit in a term. Duplicated headcount for a term would be the total number of students taking classes; the headcount is said to be duplicated because a student taking an English class and a math class would be counted twice.
Unduplicated headcount, on the other hand, counts each student only once, regardless of how many classes the student is taking.
High Impact Practices Definition
High Impact Practices
Teaching and learning designs which have been demonstrated
to increase student engagement and persistence. These practices are
generally beneficial to historically underserved student groups.
(From “Educational Practices: What They Are, Who Has
Access to Them, and Why They Matter” by George Kuh, AAC&U, 2008.)
Title: High Impact Practices
High-school market share Definition
High-school market share
The percent of high school graduates from high schools in the KCC district who enroll at KCC in the first fall semester after graduating from high school.
Title: High-school market share
Higher Learning Commission Definition
Higher Learning Commission
The Higher Learning Commission (HLC) is one of six regional institutional accreditors in the U.S. HLC accredits degree-granting post-secondary educational institutions in the North Central region, which includes KCC and 19 states.
Title: Higher Learning Commission
Hybrid course Definition
Hybrid or blended are terms used to describe courses in which some traditional face-to-face "seat time" has been replaced by online learning activities. A hybrid course is designed to integrate face-to-face and online activities so that they reinforce, and complement one another, instead of treating the online component as an add-on or duplicate of what is taught in the classroom.
Title: Hybrid course
IPEDS keyholder Definition
The person designated at each college or university as the official institutional representative to possess the network credentials to gain access to the IPEDS data collection system and complete the required surveys. The keyholder is responsible for entering data and locking the site by each survey completion date. For KCC, the role of IPEDS keyholder is part of the duties of the Programmer I position in the IT department.
Title: IPEDS keyholder
Illinois Community College Board Definition
Illinois Community College Board
The Illinois Community College Board (ICCB) is the state coordinating board for all 48 Illinois community colleges, and is responsible for administering the Public Community College Act in a manner that maximizes the ability of the community colleges to serve their communities. A majority of institutional reporting conducted by KCC is mandated by ICCB.
Title: Illinois Community College Board
Indirect assessment method Definition
Indirect assessment method
Assessment methods that involve perceptions of learning versus actual demonstrations of outcome achievement (e.g. alumni surveys, employer surveys, exit interviews).
Title: Indirect assessment method
Institutional effectiveness Definition
The systematic and
continuous process of measuring the extent to which a college achieves its
mission, as expressed through the goals and strategic objectives developed in an
institutional strategic plan.
Title: Institutional effectiveness
Integrated Postsecondary Education Data System Definition
Integrated Postsecondary Education Data System
A data collection system of interrelated surveys conducted annually by the U.S. Department’s National Center for Education Statistics (NCES). The Integrated Postsecondary Education Data System (IPEDS) gathers information from every college, university and technical and vocational institution that participates in the federal student financial aid programs.
It is required that institutions that participate in federal student aid programs report data on enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, student financial aid, and Academic Libraries. This data is made available publicly through the College Navigator college search website and to researchers and others through the IPEDS Data Center. Data is submitted to IPEDS several times throughout the year by the IPEDS keyholder.
Title: Integrated Postsecondary Education Data System
Key Performance Indicators (KPI) Definition
Key Performance Indicators (KPI)
Metrics indicating whether current performance is on track to achieve goals.
Title: Key Performance Indicators (KPI)
Learning objective Definition
Brief statements that describe what students will be expected to learn by the end of the school year, course, unit, lesson, project or class period.
Title: Learning objective
Learning outcomes Definition
Statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
Title: Learning outcomes
Matriculated student Definition
A student who has been formally accepted into and is enrolled in a degree/ certificate program.
Title: Matriculated student
Also known as the average, this is calculated by adding up all of the numbers and then dividing by the total number of cases.
The middle value in a list of numbers. To find the median, numbers in a data set have to be listed in numerical order from lowest to highest.
The value(s) that occurs most often in a data set. If no number is repeated, there is no mode for the data set.
National Community College Benchmark Project Definition
National Community College Benchmark Project
Over half of the nation’s community colleges in the United States participate in the National Community College Benchmark Project (NCCBP). NCCBP members can create national, regional, and per comparison reports based on the following normed benchmarks (a) completion and transfer for full-time and part-time students, (b) retention and persistence, (c) student performance, (d) satisfaction and engagement, (d) job market, and other institutional effectiveness metrics
Title: National Community College Benchmark Project
The Student Satisfaction Inventory (SSI) measures student satisfaction and priorities by showing how satisfied students are as well as what issues are most important to them. KCC administers the SSI every three years.
Title: Noel-Levitz Student Satisfaction Inventory
Non-credit courses Definition
Courses for which college credit is not awarded and which
cannot be used to meet the requirements for a degree or certificate. Examples
include Continuing Education and Adult Education courses.
Title: Non-credit courses
Non-traditional student Definition
A student who is 25 years of age or older.
Title: Non-traditional student
Norm-referenced test Definition
A random group of students selected by a test developer to take a test to provide a range of scores and establish the percentiles of performance for use in establishing scoring standards.
Title: Norm-referenced test
A distribution of scores obtained from a norm group. The norm is the midpoint (or median) of scores or performance of the students in that group. Fifty percent will score above and fifty percent below the norm.
Occupational program Definition
Programs designed to prepare students for careers upon completion. Career programs may or may not transfer to 4-year institutions
Title: Occupational program
Peer institution Definition
An institution similar in role, scope, or mission to KCC that is used to compare data related to admissions, enrollments, finances, etc. For statewide peer grouping, ICCB determined that KCC is in the same peer group as these community colleges:
Illinois Eastern Community Colleges
Illinois Valley Community College
Lake Land College
Lewis and Clark Community College
John A. Logan College
McHenry County College
Beyond the ICCB Peer grouping, institutional data is also compared to data from other state and national community colleges. (See Benchmarked Data for additional information).
Title: Peer institution
The persistence rate is the percentage of students who return to college at any institution for their second semester or year, while the retention rate is the percentage of students who return to the same institution.
Student persistence may be tracked in several ways (e.g., first-time full-time, first-time part-time). Persistence rates are perceived as indicators of students’ continuation of behavior leading to a desired academic goal, which helps describe processes related to student goal achievement.
Program assessment Definition
An ongoing process designed to monitor and improve student learning. Faculty develop explicit statements of what students should learn, verify that the program is designed to foster this learning, collect empirical data that indicate student attainment, and use these data to improve student learning.
Title: Program assessment
Qualitative assessment Definition
Methods that rely on descriptions rather than numbers. Examples: ethnographic field studies, logs, journals, participant observation, and open-ended questions on interviews and surveys.
Title: Qualitative assessment
Quantitative assessment Definition
Methods that rely on numerical scores or ratings. Examples: surveys, inventories, institutional/departmental data, departmental/course-level exams (locally constructed, standardized, etc.).
Title: Quantitative assessment
Race and ethnicity classifications Definition
Race and ethnicity classifications
Categories developed by the Office of Management and Budget that are used to describe groups to which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote scientific definitions of anthropological origins. In reports, individuals are asked to first designate ethnicity as:
Hispanic or Latino, or
Not Hispanic or Latino
Second, individuals are asked to indicate all races that apply among the following:
American Indian or Alaska Native
Black or African American
Native Hawaiian or Other Pacific Islander
Reporting also allows for “Nonresident Alien” and “Unknown” classifications.
Title: Race and ethnicity classifications
The difference between the lowest and highest values. For example, in the set 2, 4, 7, and 19 the lowest value is 2, and the highest is 19, so the range is 17 (19-2).
Reimbursable credit hours Definition
Reimbursable credit hours
KCC is funded for specific
courses based on the course academic area (funding code), the students’
residency, instructor certification that the student is still attending at
midterm, and other factors. Some
reimbursable hours stem from courses that are not credit division courses
including Adult Education (ESL, GED) and some Continuing Education courses (computer
training offerings). The ICCB reimburses KCC at different rates for each
category of course, and the rates change each fiscal year. For FY15, the
following rates were in place:
Title: Reimbursable credit hours
The overall consistency of a measure. A measure is said to have a high reliability if it produces similar results under consistent conditions. Note: Reliability does not imply validity.
For example, while there are many reliable tests of specific abilities, not all of them would be valid for predicting student performance.
In terms of accuracy and precision, reliability is a useful way of describing precision, while validity is used to describe accuracy.
A measure of the rate at which students persist in their educational program at the same institution, expressed as a percentage. For community colleges, this is the percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.
Student retention cohorts may be defined in several ways (e.g., first-time full-time, first-time part-time). Retention rates, along with graduation rates, are perceived as indicators of academic quality and student success.
This measure seems limited to degree-certificate completion. That is not the goal of all students, but yet they were retained until their goal was met. Perhaps this is an exception difficult to capture.
A document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.
A general scoring guide used in subjective assessments. A coring rubric makes explicit expected qualities of performance on a rating scale or the definition of a single scoring point on a scale.
Scaled score Definition
Scores based on a scale ranging from 001 to 999. Scale scores are useful in comparing performance in one subject area across classes, programs and other large populations, especially in monitoring change over time.
Title: Scaled score
Standard deviation Definition
Represented by the Greek letter sigma, σ, standard deviation (SD) is a measure used to quantify the amount of variation of a set of data values. A SD close to 0 indicates the data points tend to be very close to the mean of the set, while a high SD indicates that the data points are spread out over a wider range of values. The SD of data set is calculated as the square root of its variance. In addition to expressing the variability of a population, the SD is commonly used to measure confidence in statistical conclusions. For example, margins of error are typically reported as twice the SD. In science, only effects that fall much farther than two SDs away from what would have been expected are considered statistically significant; normal random error or variation in the measurements is in this way distinguished from causal variation
Title: Standard deviation
Statistically significant Definition
In statistics, a result is statistically significant if it is unlikely to have occurred by chance. Generally, differences are said to be significant if the p-value is less than .05.
Title: Statistically significant
Stop out Definition
A student who left the institution and returned at a later date.
Title: Stop out
Student Evaluation of Instruction Definition
Student Evaluation of Instruction
The Student Evaluation of Instruction (SEI) is the evaluation completed by students each term to provide feedback on instruction in the classroom and online.
Title: Student Evaluation of Instruction
Student Learning Outcome Definition
Student Learning Outcome
Student Learning Outcome (SLO) is a clear, concise statement that describes how students can demonstrate their mastery of a course, program, or general education academic goal.
Title: Student Learning Outcome
Success rate Definition
Number of students who earned a grade of A, B, C, or S (Satisfactory) in a course (please see course completion definition).
Title: Success rate
Summative assessment Definition
Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity. Outcomes are the culmination of teaching/learning process for a unit, subject, or year's study. (See formative assessment.)
Title: Summative assessment
Traditional student Definition
A student who is under the age of 25.
Title: Traditional student
Transfer program Definition
Programs designed to transfer to a four-year institution.
Title: Transfer program
Multiple lines of evidence pointing to the same conclusion.
In educational research, triangulation is used to indicate that two or more methods are used in a study to cross-verify results. The aim is for the researcher to be more confident with a result if different methods lead to the same result.
In the reporting and analysis of institutional information, KCC triangulates and benchmarks data from a variety of sources to ensure the accuracy of data on which subsequent interpretations and decisions are made. KCC conducts differentiated population analysis for a variety of benchmarking metrics and indicators. (See Benchmarked Data for additional information).
For example, both IPEDS and ICCB track progress and success of first-time, full-time students. KCC chooses to also track part-time students, and benchmarks from NCCBP to provide a more accurate understanding of retention rates of students. Another example is placement in developmental/foundational courses.(See Developmental Courses for additional information).
The test measures the desired performance and appropriate inferences can be drawn from the results. The assessment accurately reflects the learning it was designed to measure.
The average of the squared differences from the mean. To calculate the variance:
Determine the mean
Then for each number, subtract the mean and square the result (the squared difference)
Then calculate the average of those squared differences
If you have any questions, please contact Lesley Cooper, Director of Institutional Effectiveness & Assessment, email@example.com.