Institutional Assessment for Improvement
The purpose of assessment at CSN is to investigate how well we are fulfilling our educational mission and to make data-driven decisions.
Our primary task is to identify student learning outcomes, to teach and assess the outcomes with the goal of increasing student learning and to provide evidence that students are learning. By creating, supporting, and sustaining a culture of assessment, CSN commits to continuous intentional improvement to advance student success.
The Nevada System of Higher Education Board of Regents requires that an appropriate plan of regular student educational assessment be developed by each institution. Plans should be based upon institutional mission and should be developed with multiple assessment approaches (Section 12. NSHE Policy on Student Assessment, Rev. 264 (03/15) Title 4, Chapter 14, Page 9).
The Office of Assessment has adopted an assessment process for academics and academic support services that includes the identification of appropriate and measurable outcomes, use of direct and indirect measures of assessment, implementation of assessment activities, assessment of progress, identification of improvement actions, use and dissemination of results.
The Northwest Commission of Colleges and Universities requires under Standard 4 that CSN have an assessment system and processes to regularly and systematically collect data related to student achievement of learning outcomes and that assessment findings guide institutional planning, allocation of resources and infrastructure to achieve our Mission, Vision, and Values used in strategic planning.
4.A – Assessment
4.A.1 The institution engages in ongoing systematic collection and analysis of meaningful, assessable, and verifiable data—quantitative and/or qualitative, as appropriate to its indicators of achievement—as the basis for evaluating the accomplishment of its core theme objectives.
4.A.2 The institution engages in an effective system of evaluation of its programs and services, wherever offered and however delivered, to evaluate achievement of clearly identified program goals or intended outcomes. Faculty have a primary role in the evaluation of educational programs and services.
4.A.3 The institution documents, through an effective, regular, and comprehensive system of assessment of student achievement, that students who complete its educational courses, programs, and degrees, wherever offered and however delivered, achieve identified course, program, and degree learning outcomes. Faculty with teaching responsibilities are responsible for evaluating student achievement of clearly identified learning outcomes.
4.A.4 The institution evaluates holistically the alignment, correlation, and integration of programs and services with respect to accomplishment of core theme objectives.
4.A.5 The institution evaluates holistically the alignment, correlation, and integration of planning, resources, capacity, practices, and assessment with respect to achievement of the goals or intended outcomes of its programs or services, wherever offered and however delivered.
4.A.6 The institution regularly reviews its assessment processes to ensure they appraise authentic achievements and yield meaningful results that lead to improvement.
4.B – Improvement
4.B.1 Results of core theme assessments and results of assessments of programs and services are:
- a) based on meaningful institutionally identified indicators of achievement;
- b) used for improvement by informing planning, decision making, and allocation of resources and capacity; and
- c) made available to appropriate constituencies in a timely manner.
4.B.2 The institution uses the results of its assessment of student learning to inform academic and learning-support planning and practices that lead to enhancement of student learning achievements. Results of student learning assessments are made available to appropriate constituencies in a timely manner.