Assessment is a collaborative process.  It is defined as an open process that encompasses the following principles:

  • It is mission-focused, at both the institutional and programmatic levels.
  • It is systematic, iterative, collaborative, documented, and adaptable.
  • It applies multiple measures, both qualitative and quantitative, direct and indirect
  • It Identifies strengths and areas that warrant improvement.
  • It informs planning and decision-making for the purpose of ascertaining learning and development, thereby improving programs, services, functions, performance, and the overall value of the educational experience.

QTA Committee

The QTA Committee is drawn from faculty, staff, and administration from:

  • Academic Affairs
  • Student Affairs
  • Assessment, Research & Planning

The Committee, established in 2006, reports directly to the College President.

The Committee's Charges (Revised 2015)
  • Organizing assessment components to demonstrate the full range of assessment activity within the institution
  • Providing a locus of control and oversight to which and from which assessment activities are initiated, gathered, refined, evaluated, reported, and maintained
  • Providing a mechanism and agency for ensuring the 'closing of the loop'
  • Providing and facilitating professional development for the Assessment Institute
  • Serving as the selection committee for President's Award for Outstanding Assessment of Student Learning
  • Maintaining interactions and collaborations with Core curriculum subcommittee and core goals
  • Maintaining and assessing functionality of the QTA website and the Penn College Plan and Process

QTA Process

The chart above is a graphical representation of Penn College's institutional assessment process. As depicted, the process involves several levels of data gathering and analysis, as well as response and planning activities.