Assessment at MATCis the process of gathering and discussing information from multiple and diverse

sources to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process

culminates when assessment results are used to improve subsequent learning.

Assessment at MATC

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General EducationAccording to the Wisconsin Technical College System, General Education “refers to the core of knowledge that imparts the common skills, intellectual concepts, and attitudes that every educated person should possess. General Education courses within the Wisconsin Technical College System are o� ered to support occupational programming and they are selected from the areas of Communication (both oral and written), Mathematics, Natural Sciences, and Social/Behavioral Sciences. All sixteen of our technical colleges o� er General Education courses … to support the AAS (Associate in Applied Science) or the AAA (Associate in Applied Arts) degrees.”

Career EssentialsAt MATC, Career Essentials Assessment is the formal method used to assess Institutional Learning Outcomes. As part of the Course Outcome Summary (COS) development (and/or updating) process, Program faculty will map each Career Essential to the appropriate course and program competency. This process is the same as previously applied to the Core Abilities. As part of our commitment to graduating students who are ready for the workforce and/or continuing their education, students will be assessed on their attainment of the Career Essentials. Faculty will be able to access the Career Essential rubrics within Blackboard and easily select the rubric measure to grade the Career Essential(s) assignment.

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Research Results Tools & Criteria

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Institutional Learning OutcomesInstitutional Learning Outcomes, collectively referred to as Career Essentials, provide the core knowledge that imparts the common skills, intellectual concepts, and attitudes that every MATC graduate should possess.Previously known as the Core Abilities that were primarily assessed in General Education courses, the new Career Essentials will be assessed in both General Education and Program courses.� e Curriculum, Learning & Assessment (CLA) Core Committee, a shared governance group, developed and de� ned the current Career Essentials, vetting them with program advisory committees, as well as with full- and part-time faculty and sta� over a 3-year process.

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Learning OutcomesLearning Outcomes are statements that describe signi� cant and essential learning that students have achieved, and can reliably demonstrate at the end of a course, program of study or college degree.

Program Learning OutcomesProgram Learning Outcomes are statements that describe what students

will know and be able to do when they graduate from a particular program. � ese can include any state-identi� ed outcome, or skill identi� ed in Technical Skills Attainment (TSA) documentation.� e outcomes for the AA/AS Transfer Programs will include Career Essentials and any additional outcomes deemed necessary by the LAS Faculty.

Program Learning Outcomes are determined by Program Faculty, in conjunction with their Program Advisory Committee, state and

industry standards, and any 3rd party accrediting body as needed.

Design Backward

Deliver Forward

Institutional Program Course Unit Lesson

Source: Adapted from the University of Michigan

The Worldwide Instructional Design System (WIDS) is the method for creating Course Outcomes Summaries (COS) within the Wisconsin Technical College System and at MATC. The WIDS Model guides teachers to design from the inside out by connecting the development of explicit performance expectations and targeted assessments with the design of teaching and learning strategies that take into account how people learn. The model infuses MATC Career Essentials with specifi c Programmatic and Course Outcomes (competencies). Please see the Curriculum Manual for more details (http://tlc.matc.edu/index.php/curriculum/curriculum-manual/).

Course OutcomesCourse Outcomes, referred to as Course Competencies in WIDS, are statements that describe signi� cant and essential learning that students have achieved, and can reliably demonstrate at the end of a particular course.LAS Departments may opt to set and assess department-speci� c outcomes as well.Program and Department Faculty develop the Course Outcomes to be included for individual courses through WIDS (the Worldwide Instructional Design System).

COSA Course Outcome Summary (COS) is the offi cial information about a course or other learning experience that documents WTCS title, course number (if assigned), credits, potential hours of instruction, confi guration, course description, prerequisites, text/resources (if identifi ed), course goals, developer, development date, revised by, revised by date, competencies (knowledge, ability, or expertise in a specifi c subject area or skill set that faculty deem necessary for the student to achieve in order to pass the course), linked career essentials, performance standards, and course learning objectives.

CAREER ESSENTIALS• Enhance graduates’ employability skills• Foster success in the workplace• Meet the needs of business and industry

Effective Communication in Writing

Mathematical Competency

Technology Competency

EffectiveProblem Solving

Professionalism

Global Awareness

Effective Communication through Speaking and Listening

SOAStudent Outcomes Assessment (SOA) is a systematic process by which learning is evaluated. In the past at MATC, Liberal Arts & Sciences applied SOA to assess Institutional Learning Outcomes (Core Abilities) whereas the technical programs utilized SOA to evaluate Program Learning Outcomes. For these programs, multiple assessments were identified and aggregated over multiple semesters. The data was analyzed to identify strengths and weaknesses of the overall program and Action Plans were created to address these findings. Moving forward, the components of SOA will be reviewed and incorporated as part of QRP for Programs, including the AAA and AAS Programs.

SOUPACRONYM

DOWNTOWN MILWAUKEE 700 West State StreetMEQUON 5555 West Highland Road

OAK CREEK 6665 South Howell AvenueWEST ALLIS 1200 South 71st Street

Questions? Contact Institutional Research Academic Assessment and Evaluation (M240B) Tom Walsh | 414-297-7949 | walsht5@matc.edu

MATC is accredited by the Higher Learning Commission, Commission on Institutions of Higher Education, the national standard in accrediting colleges and schools for distinction in academics and student services. MATC is an Affirmative Action/Equal Opportunity

Institution and complies with all requirements of the Americans With Disabilities Act. FALL 2017

System logo/endorser options

The logo mainly used by the System O�ce or on o�cial System documents.

System logo in all black. Can also be reversed out to all white if desired.

QRP ScorecardsQRP Scorecards provide information about individual programs

on a common template. Content aligns closely with the MATC Strategic Plan and includes: State Indicators, Demographic Summary, Equity Gap, and Course Completion. The Scorecard provides detailed

information about the program, but it still requires interpretation from subject matter experts to understand the context.

QRPThe Quality Review Process (QRP) is a Wisconsin Technical College System-wide continuous improvement model. At MATC, programs review metrics included in the state indicators, such as course completion, graduation rates, and job placement. This data enables the program faculty to develop an action plan that will strengthen the program over the next 3 to 4 years. Moving forward, in addition to the state indicators, programs will review Institutional, Program, and Course Outcomes. Additional metrics and tools will be added to the review process including technical skills attainment (TSA), career essentials, program performance matrix, and program accreditation, if applicable.

TSATechnical Skill Attainment (TSA) assessments are a WTCS state-wide initiative requiring formal, direct measurements to provide evidence that students have achieved intended program outcomes or skills. TSA may include third-party exams, performance-based assessments, portfolios, capstone projects, clinical evaluations or other measures. TSA measures student achievement on core industry-relevant program outcomes, while ensuring that those outcomes derive directly from valid industry standards.