University of Hawaii Community Colleges
Academic Support Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Windward Community College
Program: Testing Services

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The last comprehensive review for this program was on 2012, and can be viewed at:

Program Description

Testing Center Mission:  The mission of the Testing Center is to provide testing services to the College, the University of Hawai‘i system, and the community.

Outcome:  The Testing Center provides assessment services to the college and the community in a secure and friendly testing environment.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Student and Faculty Information Program Year  
10-11 11-12 12-13
1 Annual Unduplicated Student Headcount   3,537 3,560  
2 Annual FTE Faculty   65 68
2a Annual FTE Staff   93 100
3 Annual FTE Student   1,384 1,390

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
4 Number of placement test sessions administered per year per student FTE   1.0 1.2 Healthy
5 Number of Distance Learning tests administered per year per student FTE   2.8 2.4
6 Local campus tests proctored per year per student FTE   3.1 4.2

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
7 Number of test sessions administered per FTE testing center staff     4,596 Healthy
8 Annual operational testing center budget allocation per number of test sessions administered   $0 $10

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
Satisfaction measurements using Common Survey questions Healthy
9-1 The hours at the Testing Center meet my needs     90%
9-2 The atmosphere at the Testing Center is conducive to testing     96%
9-3 The services at the Testing Center are satisfactory     94%
9-4 My test was administered in a timely and efficient manner     96%
Last Updated: March 10, 2014


Part II. Analysis of the Program

Testing Demand

The Testing Center saw an increase in numbers of students served in the administration of placement and local campus tests.  The Testing Center continues to provide services at a consistent or possibly at a higher level as the number of students have increased in proportion to the number of exams proctored.  COMPASS testing numbers increased partly due to scheduled shutdowns of the KapCC (May 13 – 17, 2013) and HonCC (May 31 – June 11, 2013) Testing Centers and their moves to smaller, temporary locations.  This increase also continues to be a direct result of the UH System’s policy allowing unlimited retesting sessions.

There continues to be a significant increase in the number of distance learning (online/cable) courses and local campus courses as can be seen in the number of course offerings by the campus.




Courses Offered Total

Fall 2008




Spring 2009




Summer 2009




Fall 2009




Spring 2010




Summer 2010




Fall 2010




Spring 2011




Summer 2011




Fall 2011




Spring 2012




Summer 2012




Fall 2012




Spring 2013




Summer 2013





The Testing Center also proctored 60 Tests of Adult Basic Education (TABE) for potential students of the Certified Nurse’s Aide (CNA) programs for the Office of Continuing and Community Education.

Proctoring for all exams (local campus and distance learning for the System and out-of-state schools) continues to require a significant amount of resources to process.

Prior to students coming in for their exams, the Testing Center staff must

Before students are allowed to test, they must print and sign their names indicating that they understand the policies (posted in the Testing Center) and provide the subject and instructor’s name.  A valid passport, government-, or school-issued photo ID must be presented and verified.  All cell phones and other electronic devices must be turned off.  For the COMPASS, students are provided scratch paper and pencil and are allowed access to an on-screen calculator for the math section.

Testing Efficiency

Previous Efficiency indicators are no longer in use.  New indicators were created to read:

Testing Effectiveness

All satisfaction indicators continue to remain high (at or above 90%).  From 2011 – 2012 to 2012 – 2013, two of the four indicators increased by 2 percent and two declined by 2 percent.   Following is the raw data for 2012-2013.

2012 – 2013 Effectiveness Indicators Raw Data


Strongly Agree




Strongly Disagree

Hours meet my needs






Atmosphere is conducive to testing






Services are satisfactory






Tests administered in a timely and efficient manner






Users of the Testing Center felt that the atmosphere is conducive to testing (from 94 percent to 96 percent) and that tests were administered in a timely and efficient manner (from 94 percent to 96 percent).  The Testing Center moved to its new location in the newly built Library Learning Commons in August 2012.  Unlike its older, smaller quarters – one room without dividers that served as the check-in/distribution desk and testing room with noise and many distractions – the new Testing Center has separate rooms for the coordinator, check in counter and distribution/collection of exams, ADA testing, and general testing.  There is one computer station in the ADA testing room and only 12 computer stations along with 18 tablet chairs for paper-based exams in the general testing room.

Another possible reason for the increase in these indicators is the use of a secondary testing site for computer-based exams during the fall and spring final exam weeks, which eliminated long wait lists where students had to sit on the tile floor in the hallway outside the Testing Center in Alaka‘i 106 during the peak hours to use the 8 computers.

The indicator relating to services declined from 96 percent to 94 percent and the indicator relating to hours of operation declined from 92 percent to 90 percent.  Currently the hours of operation (52 hours/week) are on par with or exceed those of similar-sized and some larger-sized UHCC campuses.  Staffing is provided by 1.0 FTE faculty and 2.33 FTE student help.  A proposal has been submitted to get funding to have the Library Learning Commons open on Saturdays in Spring 2014. 

To maintain the integrity of the Testing Center, new student help necessitate individualized training.  This includes customer service and a review of Testing Center policies/procedures.  Relying on student help — a challenge to hire and retain — to keep the Testing Center open and flowing smoothly generally meets the needs of the students and faculty.  Both groups experience a well-monitored, -proctored, and -maintained space that is conducive to testing.

Faculty need the Testing Center as a secure, safe, and calm place for their classes to take tests outside of class hours. The Testing Center staff makes every effort to accommodate faculty requests.  Exams are kept in locked cabinets.  The testing room is monitored by CCTV to enhance safety and security.  Additionally, proctors walk through the testing room periodically and also monitor students through large one-way mirrored windows into the testing room.  Students are also encouraged to place their book bags in cubbies provided at the entrance.

Students and those from the community need a testing center that is available as many hours as possible during the week and is staffed with people who quickly and professionally get them set up to take the test and, with composure, respond to technical difficulties.

Increased demand on the Testing Center is brought about by the system’s buy-in to performance-based outcomes.  The Testing Center is privileged and happy to be a part of the value added to the students’ potential testing success via the placement test and gateway courses retesting policy.  The system’s active pursuit of increased online and distance learning opportunities has resulted in increased demand on the Testing Center.  The Testing Center is an integral piece, an extension of the classrooms and distance learning venues, in a timely and seamless student experience as it helps WCC reach its performance-based outcomes such as increased number of graduates and transfers to four-year institutions.  The ambiance in the center and the efficient and professional manner in which student help and staff interact with faculty providing and students taking tests is the core of the Testing Center’s success.

Part III. Action Plan

Maintain optimal testing environment and security.

Secure additional student help funding to continue to provide efficient and excellent testing service to users of the Testing Center and to cover the incremental and step increases mandated for student help.

Support the System’s initiative of testing of Department of Public Safety prison guard applicants in the coming months.

Provide Testing Center hours on Saturdays during Spring 2014 through a grant that supports our part-time student population.


Part IV. Resource Implications

A fully funded and staffed Testing Center  (an extension of the classrooms and distance learning venues) is integral to WCC students’ timely and seamless experience on campus.  The retesting policy for the placement test and gateway courses along with increased distance learning opportunities are vital to WCC meeting the UH System Strategic Outcome #2, (WCC Strategic Plan Action Outcomes, November 2008) specifically the WCC Action Outcomes 2.3, 2.4, 2.6, and 2.7 — all of which directly impact the need for WCC’s Testing Center to maintain its high standards. 

Additional student help funding is needed to:

  1. continue to provide efficient and excellent testing service to users of the Testing Center
  2. cover the mandated incremental and step increases for student help
  3. meet the anticipated longer Testing Center hours and significant increase in online courses
  4. monitor the increased size and the additional rooms of the Testing Center.


Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Service Outcome: The Testing Center provides assessment services to the college and the community in a secure and friendly testing environment.

A) Expected Level Achievement

No content.

B) Courses Assessed

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C) Assessment Strategy/Instrument

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D) Results of Program Assessment

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E) Other Comments

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F) Next Steps

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