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Enhancing Skill Attainment Measures at Wisconsin Technical College

This document outlines key components of an effective assessment system for skill attainment at Wisconsin Technical College. It emphasizes creating valid and reliable assessment methods aligned with employer-validated standards. With clear reporting through "Met/Not Met" levels, the assessment process focuses on student learning outcomes and facilitates continuous improvement while meeting accreditation criteria. Benefits include enhanced tracking of student progress and targeted intervention strategies to support learning, demonstrating a direct relationship between performance improvements and grant-funded initiatives.

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Enhancing Skill Attainment Measures at Wisconsin Technical College

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  1. Wisconsin Technical College Measuring Skill Attainment – DQI February 8, 2006

  2. Core Indicator Components • Valid and Reliable Assessment System • Employer Validated Standards • Met/Not Met Levels for Reporting • Concentrator – Denominator • Measurement Process

  3. Valid and Reliable Assessment Systems • Accreditation sets the framework for Valid and Reliable Assessment Systems. • The assessment of student learning is a priority for all accreditation organizations.

  4. Valid and Reliable Assessment Systems • Five Criteria for Accreditation • 3a. The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. Source: The Higher Learning Commission, Institutional Accreditation: An Overview at www.ncahigherlearningcommission.org

  5. WTCS Practices • Program Development and Approval Process http://systemattic.wtcsystem.org/Instruction/ESM/default.htm • Worldwide Instructional Design Systems (WIDS) http://www.wids.org/ • Program Advisory Committees http://systemattic.wtcsystem.org/Policy/Adminbul/02-03.pdf • Program Evaluation (QRP) http://systemattic.wtcsystem.org/qrp/default.htm

  6. Employer Validated Standards • Employers set standards at the program development/curriculum development stage. • Employers participate in program evaluation every three - five years. • Employer validated standards set the course outcomes. • Student Learning Outcomes assessed for each course.

  7. Met/Not Met Measurement • All Concentrators who took a technical course are measured. • Concentrator took 24 credits the start of the cohort. • The measurement period is three years. • The measurement is: Did the student pass 80% of the courses attempted?

  8. Benefits • Course completion covers all concentrators and is comparable throughout a college and between colleges. • Course completion data is readily available.

  9. Benefits • Because colleges can identify students in the first year of the cohort and track progress… • There is an opportunity to intervene directly with current students. • Tracking students over time supports enrollment management.

  10. Benefits • Data analysis on course completion allows for targeted improvement strategies and college Improvement Plans that can be monitored. • It is possible to clearly demonstrate whether students are improving.

  11. Benefits • There is a direct link between grant funded activities and performance improvement.

  12. Cost • Collecting course completion information has no cost. • Grades are not collected. • No system exists to collect information on licensure or certification. Developing one would be costly and represent a minority of the concentrators.

  13. Challenges • Getting colleges to be proactive about accountability. • Competing accountability priorities for colleges • Keeping curriculum up to date • Keeping instructors current • Accountability is labor and cost intensive

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