Assessment Planning

Introduction Assessment is essential to creating a culture of continuous improvement – It provides input for the enhancement of student learning – It helps faculty be more intentional in how they teach and develop courses – It provides assurance to the University’s stakeholders that we … … know what we are doing and … we are good at what we do. Some basic improvements have been implemented based upon your feedback, but the overall approach is similar to last year

Overview of the Assessment Process Create plans based upon the program objectives for each major – Evaluate all student leaning outcomes (SLO) within the target program to ensure that they are SPECIFIC and MEASUREABLE – SLOs should be written in terms of what the student will learn, not in terms of what the instructor will accomplish. (i.e. “Student will be able to…”) – It is best to use direct measures (exams, papers, case studies, etc.); however, indirect measures (surveys, student evaluations, etc.) may also be used – Use the Six column assessment template

Overview of the Assessment Process Decide which COURSES and Assignments best represent student learning for each objective – Use an early and a later occurring course in the target program for each SLO as appropriate Decide where to embed L3 RUBRICS for assessing Critical Thinking (CT), Speaking (S) and Writing (W) into your plan – The L3 rubrics assess Portrait Statements 2 and 3 – Data is captured from a course that occurs early in a student’s experience and then at the end of the student’s experience in a senior level or capstone course in your major program

Overview of the Assessment Process – Early L3 assessment will take place in BEGE-1720 Spiritual Formation (CT), COM-1100 Fundamentals of Speech (S), and ENG-1400 Composition (W), using the L3 rubrics. – Your Department’s assessment coordinator should choose an assignment occurring late in the student’s program to assess critical thinking, speaking and writing, using those same L3 rubrics. Submit completed plans and reports by placing them in J:\Assessment_Shared\201X-1X Assessment\{Your School or Department folder}

Overview of the Assessment Process Implement your assessment plans – Use the Assessment Capture Tool (ACT) located under CedarInfo, Curricular Transactions to capture L3 Rubric data – Please feel free to contact the Office of Assessment and Accreditation Services throughout the year for assistance with this tool Compile data and analyze Make evidence-based CHANGES to courses or programs as appropriate Submit your results and feedback reports

Timeline Now until Sept. 21, 2015 –Individual meetings with each school/department –Status reports and process documentation 2015 Assessment Day – September 22 –Complete results and feedback reports for your assessments and place them in J:\ Assessment_Shared\ Assessment\{dept.} –Place your Assessment Plans in J:\ Assessment_Shared\ Assessment\{dept.} plan results and plans by May 31, 2016

Questions?