College of Biblical Studies Assessment Plan "If the Lord wills, we shall live and do this or that." James 4:13-17 . Mission/Purposes Goals Outcomes Implement Methods to Deliver Outcomes and Methods to Gather Data Gather Data Interpret Evidence Make decisions to improve programs; enhance student learning and development; inform institutional decision- making, planning, budgeting, policy, public accountability "Study to show thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the Word of Truth." --2 Tim. 2:15.
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College of Biblical Studies Assessment Plan "If the Lord wills, we shall live and do this or that."
James 4:13-17
. Mission/Purposes
Goals
Outcomes
Implement Methods to
Deliver Outcomes and
Methods to Gather Data
Gather Data
Interpret Evidence
Make decisions to improve programs; enhance student learning and development;
inform institutional decision-making, planning,
budgeting, policy, public accountability
"Study to show thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the Word of Truth."
Introduction Both a process and a product, accreditation relies on integrity, thoughtful and principled judgment, rigorous application of requirements, and a context of trust. The process demands an assessment of the institution’s effectiveness in the fulfillment of its mission, its compliance with the requirements of its accrediting associations, and its continuing efforts to enhance the quality of student learning and its programs and services. Based upon reasoned judgment and self examination, the process stimulates evaluation and improvement, while providing a means of continuing accountability to constituents and the public. Our commitment to educate the Body of Christ and to equip students for ministry also demands the best possible practice of the science and art of education. We are doing God’s work and must give our best, our all, and nothing less. SACS Core Requirement 2.5 states “The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission.” ABHE Comprehensive Integrated Standard 2 states, “The institution demonstrates that it is accomplishing and can continue to accomplish its mission, goals and program objectives and improve performance through a regular and comprehensive system of assessment and planning.
The Institutional Effectiveness Process at College of Biblical Studies: Setting Goals, Determining Objectives, Assessing Outcomes, and Using Results for Improvement all tied to Effective Budgeting and Resource Allocation. The foundation for all of the planning and evaluation activities that are described in this document are the Institutions Mission Statement and its Strategic Plan, CBS 2.0. These two documents guide all of our efforts in planning, evaluation, and resource allocation. In order to do this effectively a systematic process must be followed. This document guides the process. Two areas are supported, Non-Academic and Academic. The College provides an annual cycle of planning, evaluation and budgeting. Recent economic events required a strategic reevaluation of processes and budgets. The result is a tighter, leaner CBS with a renewed commitment to the Mission supported by our Strategic Plan, CBS 2.0. The institutional effectiveness process at CBS is very straightforward. In this process our Mission and Strategic Plan guide the planning of each unit. Each unit developed a Purpose Statement and began strategic planning that flows from the college’s Mission Statement and CBS 2.0. At the unit level, goals and objectives were established and plans of action (strategies) were put in place in order to ensure that the objectives were reached. Systematic assessment/evaluation of goals and objectives are carried out, with the objectives assessed directly. The assumption is made that if the objectives are accomplished, the goals are ultimately accomplished. Finally, the unit provides documentation of how assessment results are used to make improvements in programs and services.
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This process is repeated annually and guides our budgeting and resource allocation strategy. It is often emphasized that planning must precede budgeting, and that is what our process attempts to do. The reports that are required and the process that uses these reports depend upon careful prioritization of plans and needs. We acknowledge that to do anything less than the above process courts failure. The Institutional Effectiveness Process (See Appendix A-Modified Nichols Charts) • Purpose Statement of an area/department/unit, derived from the College’s Mission and CBS 2.0 • Then, Goals that clarify the Purpose • Then, Objectives which “define” the Goal • Then, Strategies (or Action Steps) designed and used to achieve Objectives • Then, Assessment of the Action and the Objectives • Then, and perhaps most importantly, Use of Assessment to make improvements in what we do. • Budgeting and Resource Allocation, conducted within reasonable and appropriate limits, should then be tied directly to prioritized needs arising from the planning process. A recent Assessment of internal processes led to the realization that CBS did not have adequate Performance Metrics reporting. The Administrative Council met and agreed on the need, the scope and the specific metrics. Beginning in the summer of 2009, a system was started for a quarterly report. See the chart in Appendix B.
The Planning and Budgeting Cycle Reports and Key Dates In The Process
The cycle can be entered into at any point, but for the purposes of this document we will begin with initiation of the Budget Planning Process. Prior to that time, around August 1, the Associate VP for Institutional Effectiveness submits the Annual Assessment Report to the Vice Presidents and President to have prior to the commencement of the Budget Planning Process. This Report is a collection of the Assessments and Findings of the Prior Academic Year and includes Nichols charts collected from each unit as well as various assessment reports. At this time, the entire college gathers in a celebration, Ebenezer Day1, to celebrate all that God has done for CBS. Each Vice President develops Goals for the next Fiscal Year with each department/unit. The Format for this Section is the planning and assessment chart (Appendix A). Also in August, a Special Annual Report goes to the Academic Dean with a similar summary of Academic Issues and he conducts a similar process with Academic units. For the first time in 2009, the academic chairmen will be using an embedded assessment process (chart attached Appendix C). Since the embedded assessment process is new to the College, the system will remain a work in process for several years. The College values this process and has established a Policy on Embedded Assessment Review (Appendix D). 1 Then Samuel took a stone and set it up between Mizpah and Jeshanah, and named it Ebenezer; for he said, "Thus far the LORD has helped us." So the Philistines were subdued and did not again enter the territory of Israel; the hand of the LORD was against the Philistines all the days of Samuel. The towns that the Philistines had taken from Israel were restored to Israel, from Ekron to Gath; and Israel recovered their territory from the hand of the Philistines. There was peace also between Israel and the Amorites. (1 Samuel 7:12-14 NRSV)
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Annual Assessment Schedule/Update and Reports 2011-2012 Revised 6/14/11
Annually What/Who Area Tested/Assessed To & By Whom/Notes
June Board Meeting Budget Approval T. Jung August President’s Report All areas J. Quine August Financial Audit Financials Auditors/BA
McNair August Institutional Effectiveness Report Annual Report B. Lucas & VPs August Development Annual Summary of
Activities and Analysis & Program Effectiveness
August Annual Institutional Effectiveness Report to Administrative Council and to the Academic Dean
Compilation of all areas B. Lucas
August Security Campus Stats /Annual Security Report
T. Bryan
August IPEDS Registration ID and Registration, Header
B. Lucas
October Board Meeting Assessment J. Parle October ABHE Annual Report ABHE Annual Report
Institutional, Enrollment, Enrollment Services, Ed Staff, Learning Resources, Financial, Graduation, Other Accrediting Agencies, Tenets of Faith, Roster of New Faculty, Admin Personnel Tenure Report
B. Lucas w/data from: R. Hardison, L. Hamilton B. Lucas, B. McNair, P. Arbuckle, Racca, Lovelady
October IPEDS Fall Reporting
Completions, Inst. Characteristics, Enrollment,
L. Hamilton & B. Lucas-
October Student Services (RO, Recruiting, Admissions, Advising, Cashier, DOS) Financial Aid, Library Services—Moved from March
Student Satisfaction Annual Survey
P. Keith, J. Parle, B. Lucas
October College Board All areas B .Lucas w/data from IPEDS & ABHE + Amber
October President’s Report All areas report J. Quine November HR Services-Administaff Staff Satisfaction P. Arbuckle December Student Assessment Reports Outcomes & Embedded Department
Chairs December IPEDS Reporting HR, SFS, Enrollment, R. Hardison, L.
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Annually What/Who Area Tested/Assessed To & By Whom/Notes
Grad, Financial Hamilton B. Lucas, B. McNair, P. Arbuckle
January FactBook All areas B .Lucas w/data from IPEDS & ABHE + Amber
February Facilities/Bookstore/Auxiliary Customer Satisfaction T. Bryan February Information Systems Customer Satisfaction S .Boothe February Institutes and Centers Program Effectiveness J. Parle April Student Academic Assessments Outcomes & Embedded Department
Chairs April Graduating Student Survey Student Satisfaction &
Future Plans L. Hamilton
April Graduating Student Spiritual Maturity Survey (SRA)
Students’ Spiritual Growth Testing, B. Lucas
May Peterson’s All areas B .Lucas w/data from IPEDS & ABHE + Amber
May Alumni Survey (of 5-years out) Alumni Satisfaction & Tracking
B. Lucas
May
Executive Staff (President, VP) Effectiveness / Leadership J. Quine,
June Staff/Faculty/Administration Annual Performance Review
Supervisors & P. Arbuckle
June Communications Customer Satisfaction L. Bouldin
Annually all units provide a systems check and data analysis related to campus function. For instance from Info Services, how many request for help calls did they respond to? What was the time it took to solve the problem? What was the individual assessment of the result?
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Academic
In accordance with Policy on the Administration and Timing of Outcome Assessment
CBS has a mission appropriate to higher education and resources, programs, and services sufficient to accomplish and sustain that mission. CBS maintains clearly specified educational objectives that are consistent with its mission and appropriate to the degrees it offers, and that indicate whether it is successful in achieving its stated objectives. In the Summer of 2009, the Faculty of CBS chose to develop a system of Embedded Assessments to evaluate programs and their stated objectives. In the Summer of 2011, the Faculty revised these Embedded Assessments based on evaluations completed and changes made in the preceding two years. This is reflected in the Embedded Assessment Map (see Appendix C) which relates to all program objectives. See also the Policy on Embedded Assessment Review (Appendix D).
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APPENDIX A COLLEGE OF BIBLICAL STUDIES – HOUSTON INSTITUTIONAL EFFECTIVENESS Unit/Division Communications CBS Mission Statement: The College of Biblical Studies-Houston is designed:
1) To provide college-level Bible education and biblically based general education for the body of Christ, with primary focus on African-American and other ethnic minority groups; and,
2) To equip its students with a biblical worldview for ministry in and for the church and the world. Unit/Division Purpose Statement: Goal: A specific goal, the target of this assessment
Intended Administrative Objectives
(What specific results do you want to accomplish?)
Means of Assessment & Criteria for Success
(How will you know if you accomplished each objective?)
Assessment Results (What data do you have to support and measure the
criteria?)
Plans/Use of Results to “Close the Loop”
(What plans/improvements were made because of the
assessment?) 1.a. These are objectives that will accomplish the goals. Strategies to be used in order to accomplish Objectives � In order to accomplish every objective a plan of action is required; resources need to be marshaled, a formal plan (hopefully) developed, a time frame established, and “check points” to determine if the plan is being followed need to be established and used. � It is important to distinguish between strategies and objectives. For example, it is NOT an objective to
1.a. How you know you have accomplished the objective. Assessment methodology to be used to evaluate if Objectives are accomplished Must include: • Assessment “instruments”
being used (e.g., How was information/data collected)
• Method of assembling or storing information (database, spreadsheet, paper files, etc.)
• Method of analyzing information (simple reporting of statements, frequency of occurrence,
1.a. Express the results that were revealed by the assessment.
1.a. Plans for the future based on the information revealed by your assessment. Explanation • In some cases, the results of
assessment provide direct information regarding a specific change to be made in a program or service.
• In some cases, the assessment may lead to recognition of a general problem that requires additional evaluation; then, the “improvement” is the development and use of new methods to clarify the
TJ Revenue Mix Tuition/Gifts/Other Revenue / total revenue =% 44/46/8 Financial Reports Semester TJ Primary Reserve Ratio Unrestricted Cash / total annual expenses = # .25 Financial Reports Monthly TJ Revenue/ Credit Hour Net Tuition & Fees/total student credit hours = # $212 Financial Reports Semester TJ Cost/ Credit Hour Total operating costs/ total student credit hours $522 Financial Reports Semester TJ Return on Net Assets Change in total net assets for FY/ total net assets at beginning
of year = % 3% Financial Reports Annual
JQ New Donor Acquisition Count 200 Development Reports Quarterly JQ Donor Retention % of Donors Retained from Previous Year 70% Development Reports Quarterly JQ Pledge Collection Total Pledges Collected/ Total Pledges Outstanding Semester
at Beginning of Period =% 75% Development Reports Quarterly
JQ # Donor Contacts Count 1,200 Development Reports Quarterly JP Student Faculty Ratio Student FTE / Faculty FTE 25/1 Enrollment and Faculty
demographics Semester
JP Average Class Size # of students seats / # of class sections 25 Class demographics Report Semester JP Terminal Degree Ratio # terminal degreed Faculty / Total # Faculty = % 25% Faculty records Academic
Year PK Financial Aid Ratio Total Financial Aid w/o loans/Total Gross Tuition 50% Financial Aid Report Annual PK Scholarship Ratio Total Scholarships/ Total Gross Tuition 20% Financial Aid Report Annual PK Tuition Write-Off Ratio Total Tuition/Fees Write-offs / total net tuition revenue = % 6% or less Financial Aid Report Annual PK Aid Distribution by
Ethnicity Total Ethnic Class Financial Aid $/ Total Financial Aid $ = %
75% Minority Financial Aid Report Annual
TJ Employee Turnover Annual # of employee terminations/ total BOY # of employees = %
<20% HR Report Quarterly
PK Student FTE
ADCP -Total credit hours/9 Other – total credit hours/12
382 Enrollment Report Semester
PK Student FTE per Program ADCP -Total credit hours/9 Other programs– total credit hours/12
ADCP Bach ABS Cert
133 51 85 17
Enrollment Report Semester
PK Student Retention Ratio # prior semester students returning/ total prior semester students
75% Admission and Advising Assessment Report
Semester
PK Ethnic, Gender by Program Student Body Degree Program
% of ethnic minority students % of ethnic minority students degree programs
75% Enrollment Report Semester
JM Enrollment Funnel Stats Year Admission Report Semester
College of Biblical Studies - Houston (CBS) DATE ISSUED: 9/24/09 ACADEMIC AFFAIRS DATE REVISED: POLICY #: AA-002 EMBEDDED ASSESSMENT REVIEW ACCREDITATION/COMPLIANCE REFERENCE:
DATE REVIEWED: REVIEW SCHEDULE:
ANNUAL FEDERAL LOCAL STATE ABHE/SACS 2a – 2b / 3.3
DISTRIBUTION: CAMPUS-WIDE DEPARTMENT ONLY # OF PAGES: 2
PURPOSE To guide the College faculty in assessing programs.
POLICY: The College is committed to the recursive nature of assessment. The information gained through measuring student achievement should influence department curricular design, which should in turn influence student achievement. As such, student learning outcomes and assessment plans will be in continuous improvement mode. The department chair has formal responsibility for developing student learning outcomes, completing a curriculum audit, and designing assessments to coordinate with The Embedded Assessment Map (TEAM) to generate evidence regarding the quality of their programs. Department members are responsible for incorporating relevant elements of The Embedded Assessment Map in new course proposals as well as new degree programs. Relevant student learning outcomes related to TEAM should be included in the design of course syllabi. Each program will identify a minimum of one direct (e.g., class assignment, capstone performance) and one indirect measure (e.g., exit survey, alumni satisfaction survey) as the foundation of its assessment. In order to ensure that undergraduate curricula (a) address the general education competencies identified by the Faculty and the College; (b) are appropriate to higher education; (c) support and are informed by the College mission; and (d) are in compliance with accreditation requirements, the College has instituted policies and procedures regarding development, review, and evaluation of curricula. The department chair of the major or a designee will systematically review and revise the outcomes as influenced by the data generated. Departments or programs will devote one formal meeting per year (two is recommended) to review assessment data and plan for curricular refinement. The Chairs will submit a written annual report of assessment results and conclusions and actions based on the assessment. The Academic Dean reviews and approves Department Chair recommendations. If appropriate, the entire faculty votes on revisions. Here are some of the methods used in Assessments at CBS:
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Embedded testing - Questions intended to assess outcomes goals are incorporated into exams or other assignments. Student performance on these items is evaluated as part of outcomes assessment. Questions are also graded by the instructor as part of the course, assuring good effort by the students without the burden of extra assessment-specific requirements. Student papers, presentations, and projects - Samples of student work from a variety of courses are evaluated by faculty to see how well the students are meeting program knowledge and skills goals. These papers, presentations, and projects are graded by the instructor as part of the course, assuring good effort by the students without the burden of extra assessment-specific requirements. General Education communication skills are assessed in the context of the papers written for a variety of courses, and in Speech, Teaching, and Preaching courses. Critical thinking skills and application of scientific process skills are also assessed in course assignments. Additionally, communication skills are assessed throughout the various programs. Capstone projects - A capstone course integrates the knowledge, concepts and skills associated with the entire sequence of study in the program. Nationally-normed tests - The Bible Knowledge Test was developed by the Association of Biblical Higher Education. This test is given upon entrance and at the completion of students’ programs. The Student Relationship Assessment was developed by John Brown University and is used to assess students’ spiritual growth and maturity. This assessment is also given at entrance and completion of programs. Pre/post testing - Pre program admission and Post completion testes are administered to assess students in the areas of critical thinking and Christian worldview. Surveys and interviews - Surveys and interviews are used to gather students' opinions about their educational experiences and experts' opinions about the students' competence. Questions related to the student’s academic experience are a part of the Student Exit Interview.
***end of policy***
The signature page for this policy is on file in the corporate records
of the responsible department’s Vice President.
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College of Biblical Studies - Houston (CBS) DATE ISSUED: OCT 2010 BOARD OF TRUSTEES DATE REVISED: BT-009 POLICY ON INSTITUTIONAL EFFECTIVENESS REPORTS ACCREDITATION/COMPLIANCE REFERENCE:
DATE REVIEWED: REVIEW SCHEDULE:
ANNUAL FEDERAL LOCAL STATE ABHE/SACS
DISTRIBUTION: CAMPUS-WIDE DEPARTMENT ONLY
PURPOSE: To provide for the annual assessment and institutional effectiveness reporting to the Board of Trustees
POLICY: As soon as practical after the end of each academic year, the College shall prepare an annual performance report for that academic year for review and acceptance by the Board. The report shall be prepared in a form that would enable any interested person, including a prospective student, to understand the information in the report. The report must include summaries from each Vice President and the President related to Institutional Effectiveness and Assessment data from all units. The Board will receive the report in advance and have opportunity to ask questions at the Board Meeting. The Board will review and vote to accept the report. The vote and the report will be entered into the minutes.