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The
assessment process is a cycle comprised of the several essential components
outlined below. Click on the links provided to view examples of other
Universities’ assessments plans, learning goals, and best practices. Articulate Program The
program mission is centered on outcomes that are of value to the
department/program. Goals articulated in a program mission should be
consistent with the goals of the school, campus, and University. Develop Learning Outcomes Programs
agree upon student learning outcomes (typically 3-5) for their students that
are consistent with the student learning outcomes set by the
Institution. Examples * Checklist
* Pitt’s
Overall Student Learning Outcomes * Definition Determine Standards Standards
are determined by the program faculty in order to provide a benchmark for
student achievement in a specific program. Faculty consider questions such
as, what does it mean for a student to demonstrate effective communication or
critical thinking skills in the discipline? What is the standard to determine
that this goal was achieved? Consider Potential Opportunities
to Measure Resources
are used most effectively by taking advantage of existing evaluation measures
before creating new ones. There are many opportunities to measure student
achievement that are already part of the academic process. Provide Direct and Indirect
Assessment Successful
assessment plans utilize both direct and indirect forms of assessment. It is
important not only to measure students’ perception of how much they
have learned in a given program, but to also identify measurements that will
show if students are actually attaining the goals the program has set for its
students. Evaluate Student Learning
Outcomes Analyze Results Results
are analyzed using the criteria and standards set forth by the program
faculty. Apply Results The
resulting data from the measurement of student learning outcomes is of little
use unless the program has a strategic plan for using those results for
program improvement. Individuals and/or committees responsible for using the
data to implement strategies for program improvement are identified at the
time the assessment plan is drafted. |
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