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Frequently Asked Questions

1. How do I get access to TracDat?

Access and permission level to TracDat is determined by the Dean of a Division, Supervisor of a Department/Area, or the Chairperson from selected committees (Program Review, Institutional Effectiveness Committee, General Education Assessment Committee, Middle States Self Study subcommittees, and Strategic Goal Team leaders). To request access to TracDat, download and complete the TracDat User Request Form. The completed form should be signed by the appropriate person listed above and sent to the Planning & Research Office. An email will be sent to you to confirm we have received the completed form and set up your TracDat User account.

2. I lost my username and password to log into TracDat. Who do I contact?

We cannot retrieve forgotten passwords. Contact Eric Sweeney (ext.434) in the Assessment Office to have your username and password reset.

3. I need access to a program or area's assessment plan & results but they are not listed in the drop down list in TracDat. How do I get an area/program added?

Access and permission level to TracDat is determined by the Dean of a Division, Supervisor of a Department/Area, or the Chairperson from selected committees (Program Review, Institutional Effectiveness Committee, General Education Assessment Committee, Middle States Self Study subcommittees, and Strategic Goal Team leaders). To request access to TracDat, download and complete the TracDat User Request Form. The completed form should be signed by the appropriate person listed above and sent to the Planning & Research Office.

4. Who is responsible for maintaining the outcomes, results and action plans entered into TracDat?

The person responsible for entering the outcomes, collecting assessment data and entering the results and action plans into TracDat will vary from program to program and from department to department. For Academic Programs the Dean of the Division will determine the person(s) responsible. For Administrative and Student Development Areas the Director or Supervisor will determine the responsible party.

5. Who is responsible for collecting assessment data?

The person responsible for collecting assessment data will vary from program to program and from department to department. For Academic Programs the Dean of the Division will determine the person(s) responsible. For Administrative and Student Development Areas the Director or Supervisor will determine the responsible party. The Planning and Research Office will be available to help develop measureable assessment methods and to assist in the creation of scannable tests/surveys. Requests to Planning and Research should be submitted via the Project Request form.

6. How many outcomes do I have to assess?

Each area is asked to measure 3-5 outcomes during the course of the Academic year. Some programs/departments may have more than 5 outcomes and may choose to measure them all during the same time period or may develop an alternating schedule such as every other year.

7. Do I have to collect and analyze data for each outcome every year?

As mentioned previously, you do not have to collect and analyze data for each outcome every year but you may have some outcomes that are measured every 2 years or so. The goal is to ensure that the assessment cycle is continuous and ongoing and to have enough data points to track the outcome trend. It is unlikely that you will want to make systemic changes to a program or department based on only one data point. In addition, one data point doesn't provide sufficient evidence that changes made to the program or department have had a positive and lasting impact.

8. What about sample size? How many sections should we include in our assessment?

The recommended sample size will vary by program and department. Ideally you should include all sections in the assessment but you may decide to randomly pick a sample from the total collected. A sample size chart published in the journal of Educational and Psychological Measurement is available here and in the Assessment Resource section of the web page.

9. The course we're assessing has multiple sections and is delivered in multiple formats (i.e. traditional, online, hybrid...)Do we have to assess all sections? Can different delivery formats be assessed using different methods?

Ideally you should include all sections of a course in the assessment. When a course is delivered in multiple formats, you should make sure that you are able to distinguish between the different delivery formats and analyze the data separately to look for differences. We recommend reporting the results separately for each format. You may find that you make different recommendations based on how the students from the different groups perform.

10. I'm a program coordinator. What do I tell adjuncts who say, "You can't make me use this rubric or assignment because it violates my academic freedom?"

We recommend that you explain to the adjunct that academic freedom gives instructors the flexibility to use different teaching methods but does not remove the requirement to cover the stated learning outcomes listed in the course syllabi and program description. In addition, they should be informed that we are required by our accrediting agency to provide documented evidence that our students are able to demonstrate the learning outcomes specified by our academic programs and institution. Failure to meet the accrediting agencies criteria could result in suspension of our accreditation status and loss of federal financial aid. In this age of voluntary accountability, it is equally important for us to provide the public with evidence of our institution's quality and value. Finally, we recommend that every adjunct should receive a letter from the Vice President of Academic Affairs stating the expectations regarding the continuous assessment of CCC's Academic Programs.




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