At the core of MCC’s assessment of student learning is an emphasis on the assessment of course-embedded assignments. MCC recognizes the professional expertise of the individual faculty, whose experience in grading work is the foundational assessment act. The faculties are developing more intentional, reflective and specific criteria for measuring student performance on a particular assignment. The faculties are developing rubrics that specify levels of performance across various criteria to score student work across sections, and then to analyze the distribution of scores to discover patterns of strengths and weaknesses in student performance. The faculties engage in discussion of the findings which lead to suggestions on improving teaching methods, assignments, course design, integrations of technologies, etc. to improve student learning. The student artifact can be any assignment already embedded within a course that can be scored using the rubric.
Faculty work in developing assessment of student learning plans using embedded assignments has prepared the foundation for a comprehensive college-wide plan for studying student learning. MCC has developed a college-wide plan aimed at studying student learning in academic and support services areas of the college such as Student Services, Financial Aid, etc. Information gathered from across the college units will provide the basis for connecting the college’s mission, strategic plan and future budgeting efforts. Annual plans provide the faculty with evidence and information required in Annual Program Reviews, Comprehensive Program Reviews and regional accreditation efforts.