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Assessment – The process of
gathering and analyzing data to determine if a program is meeting its
objectives. Assessment Plan Matrix – A chart that
incorporates learning goals, a plan for measuring goals (including a standard
for comparison), the results of the assessment, and a plan for how the
results will be used to improve the program. Click here
and here
for examples. Benchmarking – A data point of comparison that
can be measured over time. Often external benchmarks are used such as peer
institutions or peer programs. Capstone Course or Experience – A course, project, or
experience that integrates concepts, knowledge, and skills of an entire
sequence of study in a given program such as a senior thesis. Course-embedded
Assessment – A method in which evidence of student
learning outcomes for the program is obtained from assignments in particular
courses in the curriculum. Direct
Assessment/Direct Evidence – Assessment that
provides direct evidence of student learning such as: course papers and assignments,
performances, exhibits, licensure and professional exams, standardized tests
like the GRE subject tests. Click here
for a list of direct and indirect assessment. Indirect Assessment – Assessment that yields
indirect evidence of student learning or perception of student learning such
as: student surveys, focus groups, exit interviews, job and graduate school
placement, graduation and retention rates, etc. Click here
for a list of direct and indirect assessment. Institutional Effectiveness
– A model
that outlines explicate learning goals,
defines measurable outcomes, creates tools for assessing outcomes, and
uses the resulting data to improve the program/institution. Institutional Assessment – Assessment to
determine the extent to which a college or university is achieving its
mission. Learning Opportunities – Existing aspects of an
academic program that can be used to assess student learning outcomes such
as: exams, capstone experiences, field experiences, internships,
undergraduate research, theses and dissertations, etc. Learning Outcomes – Specific statements determined by academic units
describing what
students are able to know, think, or do as a result of a given academic
program. Click here for some
examples. Longitudinal Study – A longitudinal study tracks a given cohort of students over
time. Middle States – The accrediting agency
that determines accreditation of the Program
Assessment – Assessment to determine the extent to
which students in a departmental program can demonstrate the learning
outcomes for the program. Program Rubric – A set of criteria specifying the
characteristics of a learning outcome and the levels of achievement in each
characteristic. A rubric can be used as a tool
for measuring subjective skills that can be incorporated into routine
grading. Click here, here, and here for examples of
grading rubrics. Standards – Values set by individual programs that represent the expectation
for a given measurable goal.
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