1. Texas Tech University PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP SESSION FRIDAY, NOVEMBER 11, 2005 1

2. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP PURPOSES OF WORKSHOP: 1.TO REVIEW REQUIREMENTS FOR PROGRAM ASSESSMENT PLANS 2.TO REVIEW APPROACHES TO ASSESSMENT 3.TO DISCUSS SPECIFIC QUESTIONS REGARDING PREPARATION AND SUBMISSION OF ASSESSMENT PLANS

3. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP REQUIREMENTS FOR PROGRAM-LEVEL ASSESSMENT PLANS: 1.PLANS MUST INCLUDE: DEGREE TITLE (e.g., BACHELOR OF SCIENCE IN PHYSICS) BRIEF STATEMENT OF PURPOSE (GOAL) OF DEGREE EXPECTED LEARNING OUTCOMES METHODS OF ASSESSMENT (USE THE TEMPLATE PROVIDED) 2.DEPARTMENTS SUBMIT ALL PROGRAM ASSESSMENT PLANS TO ACADEMIC DEANS ON DECEMBER 15, 2005 3.DEANS REPORT TO PROVOST ON RECEIPT OF PLANS ON JANUARY 31, 2006 4.DEPARTMENTS INCORPORATE PROGRAM ASSESSMENT RESULTS IN ANNUAL ASSESSMENT PLANS – SPRING 2006.

4. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP DIRECT/INTERNAL SELECTED ASSIGNMENTS IN OR ACROSS COURSES CAPSTONE COURSES (INTERNSHIPS, SENIOR SEMINARS) SENIOR PROJECTS EXAMS COVERING THE MAJOR TOPICS FROM THE MAJOR COMPREHENSIVE EXAMS AND FINAL DEFENSES INDIRECT/INTERNAL RESULTS OF FOCUS GROUP MEETINGS WITH STUDENTS STUDENTS’ EVALUATION OF THE PROGRAM INDIVIDUAL STUDENT’S EXIT INTERVIEWS (USE RANDOM SAMPLING OF STUDENTS) GRADUATE FOLLOW-UP STUDIES

5. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP DIRECT/EXTERNAL CERTIFICATION OR LICENSURE EXAMINATIONS PERFORMANCES ON THE JOB ACCEPTANCE RATES INTO GRADUATE SCHOOL AND PROFESSIONAL PROGRAM EXTERNALLY REVIEWED EXHIBITS AND PERFORMANCES IN THE ARTS INDIRECT/EXTERNAL EMPLOYERS’ PERCEPTIONS OF FORMER STUDENTS’ KNOWLEDGE AND COMPETENCIES JOB PLACEMENT DATA INDUSTRY OPINIONS OF COMPETENCE OF TTU GRADUATES IN MAJOR

6. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP “Seventy-five percent of students will earn a grade of X [“C” or “B”] or better in Course 1234” Concern for using course grades as measures in program level assessment: A grade is an aggregate of the student’s performances on class assignments (not directly tied to a specific expected outcome) Different students will earn the same course grades but will perform differently on course assignments Focusing on grades for assessing programs may encourage grade inflation Using a minimal course grade of “C” only states what is required for graduation

7. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP Alternative to using course grades: Identify the specific assignment within or across courses that is tied an expected learning outcome Develop rubrics (written standards of performance) to be used to evaluate the students’ performances on the assignment Report the results of the evaluation as related to the expected learning outcome. Use the results to improve the programs as appropriate

8. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP Suggestions for developing program assessment plans: Engage the faculty in developing the plans Limit the number of expected learning outcomes (focus on most important traits) Identify expected learning outcomes first Then determine the best methods of assessment for each Draw on current assignments, student projects, and capstone experiences (embedded assessments) Use a variety of approaches and use both quantitative and qualitative measures

9. PROGRAM-LEVEL ASSESSMENT WORKSHOP WRAP-UP DISCUSSION AND QUESTIONS!