Competency Assessment:
Defining the Process and Sharing the Results for Academic Year 2010
Florida Keys Community CollegeOffice of Accreditation & Assessment
5901 College RoadKey West, Florida 33043(305) 809-3277 or 3207
August 17, 2010
General Education Core Competencies 2010 to 2011
Background: What is Competency Assessment?Florida Keys Community College strives to ensure that its graduates who complete
the core curriculum possess the knowledge, skills and values associated with college-educated individuals.
A method for accomplishing this is to assess general education, the core curriculum, each semester to identify that graduates demonstrate proficiency in competencies that are integrated within the academic disciplines.
These competencies include the ability to effectively communicate, seek creative solutions to problems, exhibit cultural awareness, and command basic technological skills. Students who acquire proficiency in these areas have an enhanced opportunity to experience the positive impact of education, which can, in turn, ignite a passion for continual, life-long learning.
Competency Assessment is also an important part of accreditation compliance with the Southern Association of
Colleges and Schools – SACS.
Comprehensive Standard 3.5.1
The institution identifies college-level general education competencies and the extent to which graduates have attained them (College-Level Competencies)
So, what are FKCC’s Competencies?
FKCC’s College-Level Competencies for Academic Year 2010:
1. Communicate effectively by using reading, writing, speaking and listening skills
2. Analyze and solve problems using critical and creative thinking and scientific reasoning
3. Develop an appreciation of a wide range of aesthetic and creative experiences
4. Demonstrate sensitivity to socio-cultural diversity and the interdependence of groups in a global society
5. Use quantitative and mathematical skills to evaluate and process numerical data
6. Recognize moral and ethical issues as they apply to society
7. Describe the earth’s environment and identify the human impact on the function of the natural systems
8. Use technology effectively
CommunicationComprehend and articulate effectively – written and oral communication
Critical thinkingDemonstrate mastery of problem-solving skills in the discipline
DiversityInterpret and evaluate societal and ethical issues, problems and values
TechnologyUtilize technology effectively
Competencies can be modified upon recommendation and consensus of faculty.
In fact, this March 2010, faculty conducted a preliminary assessment of the college’s eight competencies. Faculty determined that these competencies should be merged for the purpose of generating more manageable and meaningful results.
The outcome of this meeting was faculty consensus on the four following competencies as being primary for FKCC graduates for the 2011 Academic Year:
Are these competencies standard every year or can they change?
What is the process for assessing these competencies?
All general education, upper level core courses and electives are listed in a “Course Content Distribution” table where each course indicates which, or any, of the four competencies are addressed.
Example:
Course CommunicationCritical
ThinkingDiversity Technology
ENC1101 Eng Comp I X X X X
BSC1010 Principles of Biology X X X
ECO2013 Macroeconomics X X X X
MAC1105 College Algebra X X X
LIS2004 Intro to Internet
ResearchX X
Each semester, the upper-level course offerings that have an enrollment of 8 or more are listed under each respective competency. (Some first-year courses are included in this process because
they are still courses that are required for graduation).
Then…20% of the courses under each competency are randomly selected to participate in competency assessment for the semester.
This spreadsheet is an example of the random selection output
After the courses are selected for assessment, what is the next step?
Faculty who are teaching the randomly selected courses are notified within the first couple weeks of the semester that they
must identify and assess a course learning activity or activities that support the specific competency.
How are the assessment
activities determined?
Faculty can identify the course learning activities that correspond to the competency by reviewing the “course calendar” portion of their syllabus. In the left-hand column of the course calendar, the college-level competencies are linked directly to the course student learning outcomes and learning activities that support it.
Assessment Key:CE=Composition(s) or Essay(s) LP=Lesson Plan & AnalysisCP=Class Participation IA=Internet ActivitiesCU=Curriculum Unit Project PO=Performance ObservationWE=Written Examination(s) Q=Quizzes (oral and/or written)HW=Homework Exercises RP=Research PaperOP=Oral Presentation(s)
Faculty are asked to indicate the learning activity they are utilizing to assess the competency according to the following chart:
Outcome Emerging
1
Developing
2
Proficient
3
Exemplary
4Communicate
effectively by using
reading, writing,
speaking and
listening skills
Thesis and main ideas not
clearly stated, writing
wavers in purpose and
does not address assigned
topic. Loose focus on ideas
and detail. Repetition,
weak structure, several
errors in structure, word
choice and mechanics.
Thesis and main ideas
adhere to purpose.
Adequate understanding of
key issues. Purpose not
focused or detailed. Several
errors in structure, word
choice or mechanics that
obscure content or purpose.
Thesis and main ideas
communicate purpose
effectively. Content shows
insight of key issues.
Details are clear throughout
work. Occasional errors in
structure, usage or
mechanics do not obscure
content or purpose.
Thesis and main ideas
communicate purpose with
sophistication and insight.
Content demonstrates
analysis to key issues. Key
points and details are
focused and clearly stated.
Nearly flawless structure
usage and mechanics.
How are the results standardized if faculty utilize differing activities and assessments?No matter what type of assessment measure faculty are implementing, they are asked to evaluate student performance using a standardized rubric for each competency. This standardized rubric is very broad and designed for all disciplines of the college to use to demonstrate competency proficiency.
In some cases, faculty may have other methods of assessment, including another, more specific rubric that they use for their selected activity or activities. In a situation such as this, faculty are encouraged to use both the assessment method they developed for their course activity as well as the standardized rubric. This way, the college can conduct interdisciplinary comparisons of the overall results.
College-Level Competency 1 (Communication Skills)
Activity: (OP) Debate: Is coral reef restoration a valuable management tool or a misguided waste of resources? In this activity students synthesize what they have learned in the class lectures, readings, labs and field exercises. Students are assigned (rather than being allowed to choose) the “pro” or “con” side and, working in teams, defend their respective position during an in-class debate. A grading rubric is used, both for planning and assessment, to insure that students understand the expectations for the assignment.
MET Program Outcome: Apply scientific concepts to environmental and societal issues.
Learning Outcome: Explain the pros and cons of coral reef restoration.
Course: Field Applications in Marine Science: Coral Reef Restoration (OCB 2132C )
CRN: 21744 Number of students: 11
ResultsEmerging-0Developing-1Proficient-9Exemplary-1
Use of Results: This was a useful exercise because students had to defend a position with which they personally disagreed, thus gaining a better insight into the opposing viewpoint. Although the majority of students demonstrated proficiency in communicating the concepts, this exercise was an eye-opening example of how poorly prepared students are at thinking critically. As a result I have revised my introductory lecture on the nature of science and scientific investigation to include a more in-depth coverage of subject such as the scientific method, peer review, and science literacy. Curriculum now allows for more time reviewing and critically analyzing relevant peer-reviewed papers.
Okay, the process makes sense, but how are the assessment results documented?
Notice the modifications that the instructor is making to his course
based on the competency assessment
results
How does FKCC address the overall competency assessment results?
1. The results are combined and documented in a PowerPoint presentation for viewing accessibility.
2. The Dean of Arts and Sciences reviews these comprehensive results with the faculty who comprise the core curriculum.
4. During this meeting, faculty make determinations based on the results. For example, they may decide to raise or lower anticipated proficiency benchmarks, conduct modifications to curricula, work collaboratively on assessment, or even change the overall assessment process.
Want a sneak preview?
The following slides demonstrate the assessment results from the 2010 Academic Year…
Benchmark:
75% of students will demonstrate proficiency in all competencies
Competency Fall 2009 Spring 2010 Average
Communication 57% 74% 66%
Critical Thinking 73% 69% 71 %
Art Appreciation 92% 100% 96%
Diversity 82% 89% 86%
Math 69% 75% 72%
Ethics 69% 91% 80%
Natural Sciences 60% 64% 62%
Technology 69% 80% 75%
Competency Assessment Results for Academic Year 2010
65.5%
71.0%
96.0%
85.5%
72.0%
80.0%
62.0%
74.5%
0%
20%
40%
60%
80%
100%
120%
Fall 2009 & Spring 2010 Average Percent Proficient by Competency
57%
73%92%
82%
69% 69%
60%
69%
74%
69%
100%
89%
75%
91%
64%
80%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
110%
Fall 2009 Spring 2010
Fall 2009 & Spring 2010 Percent Proficient by Competency
Assessment for Communication Competency
0% 5% 10% 15% 20% 25% 30% 35% 40%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 223 9 RP=1, CE=5, OP=2, WE=1, CU=1 57%
Spring 2010 236 12 RP=1, CE=5, OP=2, WE=2, DP=3, CP=3 74%
Assessment for Problem Solving Competency
0% 10% 20% 30% 40% 50%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 131 6 CP=3, CE=1, OP=1, HW=1, Q=1 73%
Spring 2010 163 10 CE=6, Q=1, HW=3 69%
Assessment for Art Appreciation Competency
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 12 1 CU=1 92%
Spring 2010 10 1 CE=1 100%
Assessment for Diversity Competency
0% 10% 20% 30% 40% 50% 60% 70%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 136 5 CE=4, HW=2 82%
Spring 2010 89 5 CE=3, OP=1, CP=1 89%
Assessment for Math Competency
0% 10% 20% 30% 40% 50%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 105 4 HW=4, CP=1 69%
Spring 2010 93 6 HW=2, OP=1, WE=2, Q=1 75%
Assessment for Ethics Competency
0% 10% 20% 30% 40% 50% 60%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 91 3 CE=2, CP=2 69%
Spring 2010 80 6 CP=34, HW=2, Q=1, CE=1 91%
Assessment for Natural Sciences Competency
0% 5% 10% 15% 20% 25% 30% 35% 40%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 169 3 HW=3, CU=1 60%
Spring 2010 72 3 CE=2, Q=1 64%
Assessment for Technology Competency
0% 10% 20% 30% 40% 50%
Exemplary
Proficient
Developing
Emerging
Fall 2009 Spring 2010
Term # of Students
# of Instructors
Learning Activities % Proficient
Fall 2009 337 10 Q=1, HW=2, PO=3, CP=5, OP=1 69%
Spring 2010 125 9 CP=3, RP=3, PO=1, WE=1, HW=1 80%
Florida Keys Community College extends a huge…
to its dedicated faculty for their commitment to quality education and improvement in student learning!
