This section focuses on the learning college's main aim of putting learning first in everything that it does. How does the college support the learning process in the nature of the activities in which learners engage and how does it deliver learning content? |
| Please evaluate each question using the following grading scale: |
0 There is no evidence that this item has been implemented at the college |
 This item is being discussed or is in the planning stages, or, if present, occurs only marginally in isolated examples
|
This item has been partially implemented or is in evidence in some programs in a visible and substantial way. |
|
|
5.1 |
The process and objectives of assessment are clearly explained to learners at the beginning of every learning option.
|
|
0 |
|
|
|
| 5.2 | Assessment is related to learning objectives and competencies established for each learning option, and supports learning as defined in the college's values. Assessment measurements are not confined to numerical or letter scores.
|
|
0 |
|
|
|
| 5.3 | A variety of formative and summative assessment tools is used to assess learning outcomes in relation to learning objectives and external competency-based standards.
|
|
0 |
|
|
|
| 5.4 | Summative assessment is criterion-referenced, based on competencies and external standards, which are visible and known to learners and learning facilitators.
|
|
0 |
|
|
|
| 5.5 | Assessment is conducted by a variety of assessors appropriate to the objective: learning facilitators (individually and in groups, within and outside the student's department), assessment, specialists, learner peers, and employers.
|
|
0 |
|
|
|
| 5.6 | The college solicits feedback from learners on their learning outcomes and changes in behavior as a result of the learning process and makes appropriate changes in learning options and assessment procedures if required.
|
|
0 |
|
|
|
| 5.7 | Learning facilitators provide an opportunity for learners to negotiate how they will be assesses.
|
|
0 |
|
|
|
| 5.8 | Each learner has a portfolio documenting his/her learning outcomes, achievements, and assessments at various stages in the learning process.
|
|
0 |
|
|
|
| 5.9 | The college conducts appropriate and objective assessments of learner competencies upon entry and exit for each learning option. There is evidence of flexibility in application and the availability of remediation, tutoring, and per-admission upgrading.
|
|
0 |
|
|
|
| 5.10 |
The college has a system for early identification of learners experiencing problems based upon assessment results. It supplies remediation, tutoring and other supports for completion wherever possible |
|
0 |
|
|
|
| 5.11 |
Prior Learning Assessment and Recognition (PLAR) is available to learners with knowledge and skills gained previously in other jurisdictions and through work experience. |
|
0 |
|
|
|
| 5.12 |
The college maintains a comprehensive institutional system to evaluate its effectiveness in achieving the goals that it has established for learning outcomes. |
|
0 |
|
|
|
| 5.13 |
The college collects data on learning outcomes related to recognized standards of competency, such as those established by accrediting bodies or national/provincial standards |
|
0 |
|
|
|
| 5.14 |
The analysis of outcomes data is undertaken regularly to identify strength and areas for improvement. |
|
0 |
|
|
|
5.15
|
Information on key performance indicators such as aggregate student learning outcomes, completion rates, retention rates, student/graduate satisfaction, employment rates, and employer satisfaction is collected and used as feedback for improvement. |
|
0 |
|
|
|
5.16
|
The frequency of data collection and analysis is established to permit timely response to any problem areas and incorporation into future planning.
|
|
0 |
|
|
|
| |
|