MEMORANDUM OF AGREEMENT ON ASSESSMENT . The KSCEA and KSC agree that programmatic assessment is fundamental to the quality and integrity of our curricula. Assessment of programmatic learning outcomes is a community activity designed to support student learning in a formative manner. This statement provides clarification specific to the individual faculty member’s responsibilities and how data collected can, and cannot, be used. This statement will not supersede the collective bargaining agreement (CBA) between the University System and the KSCEA and will not impinge upon faculty’s rights and protections regarding academic freedom in the classroom as guaranteed by the CBA. We also agree that assessment is expected to be a routine activity, embedded in the curricula development and revision processes. As such, faculty are a core component of the ongoing assessment program at the college. The information collected through assessment should be used by the faculty to engage in reflective curricular improvement. It is expected that each member of the bargaining unit will participate in programmatic assessment. This includes participating in departmental assessment activities, including development of programmatic learning outcomes, collection of data and subsequent discussions about the data and, ultimately, ways to improve student learning. Assessment techniques should be as unobtrusive as possible and the method of data collection should be generally accepted as appropriate for assessing student learning. As stated above individual faculty members are expected to participate in course based and programmatic assessment, however, each faculty member will have the right to approve the method of program assessment that occurs in their courses, teaching, or content areas, based on department discussions. Results of programmatic assessment activities conducted in individual courses will not identify specific faculty or be used punitively in formal peer evaluation processes, course assignments, committee work and in any other facet of a faculty member’s worklife at KSC. However, recognizing the critical role of assessment in supporting the curricular transformation necessary to support effective teaching and learning at KSC, a faculty member’s participation or decision not to participate in assessment activities can be considered. Faculty are also encouraged to participate in course-based assessment for all courses they teach, evaluating whether the student learning outcomes for the course were met. Indivi...
