Assessment is an on-going process that helps focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to improving the quality of education.  It provides concrete information that is used to make improvements in our processes and products, and it documents the impact of those improvements.  Fayetteville Technical Community College is committed to creating and supporting a culture of assessment.

All areas of the College are categorized as either an Academic or a Support Unit for assessment purposes.  The assessment cycle runs from July 1 to June 30 (see Assessment Timeline).  At the beginning of each assessment cycle, each unit develops a minimum of three outcomes and devises a strategy for assessing them.   Achievement targets are set to determine what success “looks like”.  Over the course of the cycle, the assessment strategies are implemented and findings are reported.  For achievement targets that are not met, an action plan is filed to address the deficiencies.  An analysis of the overall process is conducted with results used to affect improvements in the next cycle.

The College uses Weave cloud application as its assessment management system. Within each unit, a department supervisor and department supervisor are responsible for developing, reporting and submitting assessment analyses into Weave. Please note that Director of Assessment, Dr. Vincent Castano and Dr. Bea Peterson, Assessment Co-facilitator are administrative contacts for any assistance with the assessment at FTCC.

Check out Assessment Overview to learn more.  The menu options above provide additional details about how assessment works at FTCC

All graduates of North Carolina Community Colleges are expected to successfully complete a minimum of fifteen semester hours of academic credit in the areas of humanities and fine arts, social and behavioral sciences, natural sciences and mathematics, and English composition.  These areas comprise a General Education core.

From within this core, Fayetteville Technical Community College has identified five Core Competencies that support its mission of building a globally competitive workforce to enhance economic development.  Attainment of these competencies promotes graduate success in the work place, facilitates the learning of technical skills, eases the transition to institutions of higher learning, and enhances quality of life regardless of the certificate, diploma or degree obtained.

Assessment of the five core competencies occurs on an annual basis according to a pre-determined plan. Each competency is written as a student learning outcome with specific measures in place to enable the collection of meaningful data. Achievement targets are clearly defined.  Findings are collected and reported by the area or department supervisor.  When findings indicate that the achievement target is not met, the supervisor and involved faculty devise a plan of corrective action.  In the subsequent assessment cycle, the action plan is implemented.  The findings that are reported at the end of the new assessment cycle provide evidence of whether or not the action plan led to increased success.

A detailed assessment report for FTCC’s Core Competencies is prepared yearly and can be found in Weave under the title ” Core Competencies for General Education”.  All FTCC users of Weave cloud application have access to this report.  Additionally, a General Education Core Competencies Outcome Matrix is published every year and is housed in the Reports area of the Institutional Effectiveness and Assessment website.

A General Education Assessment Committee, through its Charter, is tasked with overseeing  the process of assessing the FTCC Core Competencies.

In order for assessment to be truly meaningful, careful planning and execution are required.  The assessment process at FTCC includes the following components:

  • Mission/Purpose statement
  • Outcomes/Objectives
  • Measures
  • Achievement Targets
  • Findings with supporting documentation
  • Action Plans if improvements are needed
  • Achievement Summary/Analysis questions

The following documents will describe what each of these components consist of and the process for formulating them. Choose the appropriate link:

Developing an Assessment Plan for Academic Units

Please note that the College is establishing plans preserving all five our Core Competencies for General Education in the sequence approved by the Board of Trustees.

Developing an Assessment Plan for an Administrative or Educational Support Unit

When you are ready to begin putting your ideas to words, the following assessment worksheet matrix may prove helpful:

Assessment Worksheet Matrix

As a Department Supervisor, you are a member of FTCC’s Assessment Team and play a key role in ensuring that assessment occurs in a timely manner and follows the prescribed protocol.

Responsibilities may include:

  • Developing measurable outcomes with well-defined achievement targets
  • Uploading your area’s assessment outcomes, measures, achievement targets, findings, with action plans if needed, and appropriate documentation support to Weave
  • Ensuring timely, detailed, and accurate submission of all required components.
  • Providing post-assessment analyses of the achievements within the assessment cycles (Achievement Summary/Analysis)
  • Connecting the end-of-cycle reporting documentation and verifying that it displays under appropriate assessment cycle (use “Annual Report Profile” in the Reports tab to verify completion)
  • Acting as a liaison between the assessment unit and the Assessment Team facilitators and participate in the Assessment professional development activities as assigned by the area supervisors
  • Ensuring that:
  • academic units file Program Reviews and Advisory Committee minutes into their WEAVEonline document management (Annual/Special Reports)
  • support areas file their end-of-year report into their WEAVEonline document mangement (Annual/Special Reports)
    The document(s) listed below provide additional information about specific assessment procedures and external requirements: