Department chairs/program administrators for each academic program will lead faculty discussions to gain collective input to create and assess appropriate, measurable student learning outcomes for each program.

 

The deadline for the submission of revised student learning outcomes and measures for all undergraduate and graduate educational programs for each academic year is September 30th. Near the close of the academic year, a brief analysis and evaluation pertaining to each measure, an action plan for improvement for each outcome, and evidence of realized improvement is submitted by May 31st. Following the assessment, outcomes and measures will be revised and submitted for the subsequent year.

 

Educational program outcomes focus on student learning. Student learning outcomes identify the knowledge, skills, and attitudes that students are expected to acquire through their course of study in a particular program. They answer the following question: What should graduates of a particular program be expected to know, do, and value upon completion of the program? To develop a system for assessment of student learning outcomes, programs should proceed through the following steps.

 

 

1- Discuss mission and overall intent of the program. Is the mission clearly yet briefly defined? Is the mission distinctive? Does it reflect the core purpose, primary functions and activities of the program? Is the mission specific to the program? Is it consistent with the mission of the University, College, and Department/School?

 

2- Identify five to eight measurable student learning outcomes that are consistent with the mission and overall goal of the program. Ideally, outcomes would reflect higher levels of the cognitive, psychomotor, and affective learning domains. Are the outcomes consistent with the mission? Do the outcomes describe the knowledge, abilities, and attitudes of a successful graduate? Do outcomes represent higher levels of learning domains? Do outcomes focus on issues pertinent and important to the program? Do outcomes reflect learning throught the program curriculum? Do outcomes focus on student learning rather than instructional or administrative processes? Are outcomes stated in clear and precise language? Do outcomes focus on key areas where outcomes assessment will enable the program to improve?

 

3- For each outcome, identify two methods of measurement that will be used to measure progress on the outcome; direct methods are preferred. Multiple methods of measurement are necessary to assure reliability and validity. Do the measures effectively and accurately reflect learning addressed in the outcome? Can the method be applied to multiple sections of the same course? Do the methods of measurement include direct means of assessment? Is it possible to collect accurate, valid, and reliable data for each measure in a reasonably efficient manner within the academic year? Do the measures provide detail on who will be assessed, how the assessment will be conducted, when and where the assessment will take place, and what specific knowledge, skills, values, and/or attitudes will be assessed?        

 

4- For each method of measurement, determine the acceptable level or standard of performance. What level of achievement is considered acceptable performance for graduates of the program? Are the acceptable levels consistent with any external review standards?

 

5- Develop a system for implementation and assessment. How and where are concepts, skills, and values being taught? Are some adjustments necessary? How will individual student learning be measured? What measures and scoring rubrics will be needed to quantify student learning? Who will be involved in the measurement process? When will learning be measured? How will measures be evaluated?

 

 6- Collect and analyze the assessment data. Do results reflect on and discuss the findings amassed from the corresponding measure? Are the results based on reliable and valid data? Does the data reflect learning related to the outcome in all sections of the course offered throughout the year? Do results focus on student accomplishments and success? Do results indicate improvement from previous years? Do results illustrate effectiveness of previous actions plans? Do results indicate success in achieving the desired performance target? What indictors for improvement can be gleaned from the results?

 

7- Based on assessment findings, develop an action plan. Are action plans likely to lead to continuous improvment? Do action plans focus on means to improve student learning? Are action plans feasible considering available resources and time?

 

8- Describe the evidence of improvement gained from actions taken based on previous outcomes assessments. Does evidence of improvement focus on improvements in student learning? Is evidence of improvement found in the results?