The Assessment Center works diligently to ensure students receive quality information and assessment/placement services in a setting that is friendly and non-judgmental. The Assessment Center is responsible for establishing student basic skill placement levels in reading, English, math and English as a Second Language (ESL) through the administration of assessments w/multiple measures, evaluation of transcripts, test scores and degrees from other institutions. Testing accommodations are provided for students with disabilities and non-native speakers, including an English as a Second Language assessment for placement into ESL courses. All course level prerequisites are communicated to students and staff and electronically enforced through the evaluation of transcripts from other colleges. Computerized placement files are maintained and linked to registration within Colleague. An interpretation of placement levels and course eligibility are provided to students as part of the College’s pre-enrollment activities. Statistical research data is generated and disseminated to instructional and Student Services staff for the purpose of monitoring the effectiveness of the College programs and curriculum planning. The Center adheres to the NCTA Professional Standards Guidelines and has achieved National College Testing Association’s (NCTA) Test Center Certification.
The Center administers over 4,500 placement tests per year at on and off campus (Chico and Glenn County Centers) sites and applies high school transcript data used for multiple measure placements. Expansion of the Reg2Go Program which involves administering the BSA on site for the participating high schools (currently 38 high schools), providing test accommodations for an increased number of students with special needs (e.g., students with disabilities, ESL students, and international students). The Center workload has expanded by the quantity of transcripts and test scores necessitating an evaluation by the Assessment Center (6,000 evaluations annually). Additionally, an evaluation of transcripts to clear prerequisites for over 100 courses are being conducted by the Assessment Center with other instructional departments seeking a comparable service starting in spring 2019.
ACCUPLACER Test Units
Augmentation supported the use of the ACCUPLACER assessments to be used in the college's placement model along with multiple measures. All new students completed both the assessment and used multiple measures in the placement model starting in December 2016. Approximately 4000 students completed the ACCUPLACER assessment.
Student Assistants for staffing the Assessment Center.
Student assistants are necessary to support the services provided in the Assessment Center. Student assistants answer the phone and provide customer support at the front counter, administer assessment tests, answer questions about pre-enrollment requirements and prerequisites, and support the overall operation of the Assessment Center.
Seasonal Proctors for Reg2Go
Seasonal proctors are needed to support the Reg2Go program. Proctors are responsible for traveling out to the 40 high schools to support the assessment and placement of new high school students. These positions are necessary to support the Reg2Go activities.
Operating Expenses
Augmentation was used to support the overall operation of the Assessment Center.
Reclassification/Restructure of 2 100% and 1 50% Special Programs Clerks.
This reclassification is under review by Human Resources, but is expeceted to be complete by spring 2018.
Professional Development - travel and conference
This augmentation supported the professional development of two staff members to go to the NCTA National Conference in Cincinnati. Additionally, this augmentation paid for mileage to the 40 high school for Reg2Go, as well as travel to the Glenn County Center for assessessment services.
1) Continued implementation of Multiple Measures (MMAP) in the placement model.
The Assessment Center has continued to use high school transcript data and self-report information along with ACCUPLACER assessment results to deliver a final placement. This has improved the accuracy of students’ placement into Reading, English and Math courses and provide students with a better understanding of how their past academic performance impacts their final placement decision. Starting in 2018, Assessment will not require students who place into transfter English and Math from multiple measures to take the assessment.
2) Implementation of AB 705
Collaborate with English and Math faculty to develop new curriculum and placement models to align with the requirements of AB 705.
3) Math Collaborative
In 2017 Butte College faculty and staff outreached with high school math faculty to provide information about the college’s placement process and to develop a program for providing assessment preparation to high school students prior to their assessment. This collaborative is intended to help faculty and students better understand the purpose of the assessment and how to better prepare students to take the assessment.
4) Implementation of Placement Tool for the website
The Assessment Tool will be implemented in 2018. This tool will be used by students to better understand the methods that are used to establish placement levels. This tool will be delivered online from the Assessment website. Students will use this tool to identify if they need to complete the assessment, how to prepare for the assessment and if they qualify for an exemption based on prior course work completed at another college.
1) Course Success (Overall, Transfer, Basic Skills), Developmental Strand Completion:
Assessment is coordinated with English and Math faculty to apply multiple measures (MMAP) in a disjunctive placement model. This work is to support the "Developmental Strand Completion (IEPI) and "Transfer Level Math and English Completion" by placing students into more appropriate courses and limiting the number of basic skills courses students need to complete for their degree. In 2018 72% of students are placing directly into transfer English and 40% into transfer math, which is significantly higher than before using multiple measures. Additionally, Assessment is collaborating with departments to enforce prerequisites across the curriculum to support "Overall Course Success Rates". The District is now enforcing over 100 courses with established prerequisites to support student's success and persistence in courses and programs.
2) Persistence:
Assessment has piloted the use of Vita Nevis (a career assessment inventory) used to help new students better identify an academic/career pathway. Implementation of Vita Nevis is intended to support Guided Pathways.
3) Degrees:
The Assessment Center communicates competency requirements to students, staff and faculty. Center staff are also involved with the development of Hobson's Degree Audit development, and in the enforcement of the college's course prerequisites.
- Collaboaring effectively with K12 to set appropriate expectations and align curriculum and prepare students for success: The Assessment Center works collaboratively with 40 local high schools to ensure that students prepare for the asssessment; administer the assessment at the high school campus; and communicate assessment results prior to orientation.
- Place students effectively/appropriately, advise them, effectively and ensure student education plans: The Assessment Center strives to work closely with the LEAD, English and Math departments to develop a placement model (including multiple measures) that appropriately places students into their courses. This information is integrated into the orientation process so student are aware of their placement when they complete a student educational plan. Assessment staff also evaluate documents from other colleges to establish placement for students who are transfering to Butte College from another institution.
- Evaluate Standards and Goals of Course Success, Retention and Degree Achievement: The Assessment Office is committed to collaborating with IT, Research & Planning and academic departments to support the goals for course success, retention and degree achievement through prerequiste planning and placement reform.
- Improve Student Services for online & off campus sites: The Assessment Center supports online students by coordinating remote testing at other colleges for online students taking courses at Butte College. Additionally, Assessment staff administer the assessment (BSA) on a regular schedule at both the Chico and Glenn County Centers to support students taking courses at those locations.
- Implementing Degree Audit and Educational Planning Tools: The Assessment Center plays a role in the enforcement of the District's prerequisites. All prerequisites will need to be enforced at the time of registration for these planning tools to be effective for students transfering to Butte College from another institution. The Assessment Center coordinates the challenge process for students meeting the prerequisite at other institutions or through prior learning assessments.
- Improve access, success and completion of targeted student populations through the implementation of the Student Equity Plan: The Assessment Center is supporting the Multiple Measures Assessment Project (MMAP), intended to support more accurate placements and reduce disproportionate impact for the groups specified in the Student Equity Plan.
The following Program Review recommendations were made in 2010 related to the Assessment Office:
- It is recommended that the two Special Programs Clerks be converted from 60% to 100%: This was accomplished in fall 2015 through an augmentation from SSSP. These two 60% positions became 100% starting December 1, 2015.
- It is recommended that the Assessment Center team explore a contract with Chico State to hire interns for assistance in testing, proctoring, review and evaluation: Starting in 2013, the Assessment Office hired interns through CSU, Chico's Masters in Social Science program. These interns have been hired for the spring term to support Reg2Go testing at the high schools.
- It is recommended that the Assessment Team collaborate with other departments to evaluate transcripts to support the enforcement of other prerequisites: The Admissions and Records Office is in the planning stages to evaluate transripts to create equivalencies that can be utilized into Degree Audit and Student Educational Planning Tools. Assessment staff has been involved in the development of this process.
- It is recommended that additional laptops/netbooks be purchased for testing at remote locations: Microsoft Surface Pro 3s were orderred in December 2015 to replace the Dell netbooks.
1) Implement the Requirements of AB 705, including collaborating with faculty to support the placement of students into English and Math curriculum.
2) Implement the Assessment Tool and reinvision the Assessment website around Guided Pathways.
3) Develop new processes for enforcing the District's Prerequisite policy.
4) Explore/pilot career interest inventories to support Guided Pathways.
5) Develop a New Assessment Printout.
6) Develop Internal/External partnerships.
Strategy 1 - Redesign the Assessment Printout
Improve the layout and accuracy of the customized assessment printout (XBSR). The XBSR (Basic Skills Report) will need to be reprogrammed to include the data from changes based on the Implementation of AB 705. New scoring logic and placement messages will need to be developed that are mapped to Butte College's curriculum based on the new placement methodology. Additionally, there is a desire to improve the portal's version of the assessment printout, which is based on the logic of the XBSR. The goal is to provide students more timely access to their placement results through MyBC and improve the interpretation materials so students can better understand their performance on the assessment or their placement by other methods.
The Assessment Basic Skills Report (XBSR) is the primary way for students to access and understand their placement results. This customized report includes initial placement information (e.g., score, course eligibility, test date) and gets updated as students complete coursework in English, Math and Reading. The goal is to ensure this report's accuracy and provide multiple ways to deliver this report through the Assessment Center and electronically through MyBC.
Strategy 2 - Implement the online Assessment Tool
An online Assessment Tool will be implemented to assist students with establishing placement and better understanding their course eligibility. This online tool will provide information to students about exemptions to testing and how their placements are determined. In addition, the development of this tool will necessitate a partial redesign of the Assessment website to provide students information about assessment preparation and how to access their results in a timely manner.
There is a growing need to provide new students with meaningful information about both the purpose of the assessment and study materials so students are better prepared for the BSA. With the implementation of the Common Assessment system and use of high school transcript data, the College has an opportunity to develop a better tool to support students' experience with the Assessment Office. This tool will provide students with an interactive method for how the assessment process works at the College how their placements are determined.
Strategy 3 - Develop new processes for enforcing prerequisites
Currently, the College enforces prerequisites (at the time of registration) for Reading, English, Math and some Biology and Chemistry courses. Additional prerequistes are scheduled to have similar enforcement processes for Spring 2019. Assessment staff will continue to evaluate unofficial documents for either course substitutions and/or challenges, as well as conduct the disenrollment processes for the College. This will result in an increase in the overall evaluation of documents to meet prerequisites and greater coordination with faculty, Admissions and Records and Counseling to ensure that the enforcement of prerequisites is being done in a fair and consistent manner.
The District has a desire to enforce all prerequistes that are established through the Curriculum Committee process. Currently, the Assessment Center evaluates documents and coordinates with students and counselors to communicate appropriate prerequisites for identified courses. Enforcing additional prerequisites for Spring 2019 will increase the overall volume of documents necessiting an evaluation and increase the collaboration with faculty to coordinate prerequisite substitutions and challenges.
Strategy 4 - Develop Promotional Materials
During 2018-2019, the Assessment Office will support a variety of statewide and District goals including the implementation of AB 705, Multiple Measures (MMAP), enforcement of prerequisites, and outreach to high schools. The Assessment Center intends to develop materials for outreach and promotion and to inform students about these processes. This will require Assessment to contract with an outside agency to develop these materials.
The implementation of AB 705, the Multiple Measures Assessment Project, prerequisites and high school outreach are critical parts of the Strategic Direction and have significant impact on Guided Pathways, SSSP and Student Equity goals.
Strategy 5 - Implement AB 705
Implementing AB 705 will support students by: a) accuratly applying multiple measures to the placement model, b) maximizing the probability that students can get through transfer English and math in two semesters, and c) limiting the number of students that are placed in basic skills classes. This will be a collaborative process with Math and Language Arts departments, Counseling and IT.
AB 705 was passed by the Legislature in Fall 2017. This legislation is intended to support Guided Pathways by improving the placement of students into English and Math courses and aligning placement processes with onboarding in a Guided Pathways model.
Strategy 6 - Develop Internal/External partnerships
Develop external partnerships with other Region 1 colleges to discuss implementation of AB 705. These Regional partnerships are intended to increase communication and collaboration between colleges around curriculum and placement changes related to AB 705 implementation. One potential partnership is coordinating a Region 1 Workshop, hosted by Butte College.
Develop internal partnerships by offering presentations/workshops to Butte College faculty and staff to provide information about AB 705, changes to prerequisites/challenges, changes to onboarding services related to Guided Pathways.
Strategy 7 - Staff Development
Staff Development is essential to effectively implementing these goals. The goal is to have Assessment Staff attand statewide conferences and professional development trainings related to CCCAssess and Multiple Measures, in addition to the National College Testing Association (NCTA) national conference.
Staff development is critical to supporting staff in their implementation of best practices. These activities allow staff to improve services to students and support District and statewide outcomes.
The following non-financial resources are being requested:
$366,530 - District
$138,000 - Categorical (SSSP) (Classified Assessment Technician), Student Assistants, Operational Budget)
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Assessment | Operating Expenses | 12.262.709.1.632001 | 54500 | $5,000.00 | $0.00 |
| Operating expenses for the Center | Operating budget for copying, office materials and supplies. |
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| 2 | Assessment | Personnel | 12.262.709.1.632001 | 52368 | $40,000.00 | $0.00 |
| 5 Student Assistants | To provide customer service and test proctoring support during the fall, spring and summer periods. |
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| 3 | Assessment | Operating Expenses | 12-262-709-1-632001 | 54511 | $10,000.00 | $0.00 |
| ACCUPLACER Test Units | Costs for the use of ACCUPLACER test units is based on the number of units administered in one year or until the Common Assessment is available for use in Fall 2017. |
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| 4 | Assessment | Personnel | 12-262-701-1-620002 | 52390 | $6,000.00 | $0.00 |
| Seasonal Proctors for Reg2Go | Seasonal test proctors are needed from January-May to support the assessment activities for Reg2Go. This includes traveling out to the 38 high schools to assess new students, collect exemption and multiple measure documentation and support new students as they participate in the Reg2Go program. |
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| 5 | Assessment | Operating Expenses | 12.262.709.1.632001 | 55200 | $8,000.00 | $0.00 |
| Professional Development, travel and conference, workshops | This augmentation will provide staff an opportunity to attend the NCTA National Conference and the CCCAA statewide conference. Additionally, these funds will support travel costs that support services at the Glenn County Center and Chico Center locations and other off campus locations. |
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| 6 | Assessment | Equipment | $6,000.00 | $0.00 | ||
| Front Counter separations & Kiosk | Currently the Assessment front counter is an open space with a lot of distractions for students when they come into the office with questions. This project would add two kiosks for students to use to log into computers to self serve and/or complete career assessments, in addition to providing separation panels at the front counter to better manage services. The goal is to provide students with an opportunity to both self serve and complete career assessments and to provide students and staff with more organized and private communications. |
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| 7 | Assessment | Equipment | 12-239-709-1-632001 | 56411 | $1,000.00 | $0.00 |
| Flat Screen Monitor | Flat screen monitor for staff training. Mounted in the staff meeting room and used for staff training. |
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| 8 | Assessment | Operating Expenses | 12.262.709.1.632001 | 55200 | $5,000.00 | $0.00 |
| Develop internal/external partnerships | Develop external partnerships with other Region 1 colleges to discuss implementation of AB 705. These Regional partnerships are intended to increase communication and collaboration between colleges around curriculum and placement changes related to AB 705 implementation. One potential partnership is coordinating a Region 1 Workshop, hosted by Butte College. Develop internal partnerships by offering presentations/workshops to Butte College faculty and staff to provide information about AB 705, changes to prerequisites/challenges, changes to onboarding services related to Guided Pathways. |
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