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Assessment is an ongoing, iterative, mission-driven process that uses the results from measured outcomes to improve educational programs and student support services operations.

The èßäÉçÇøAPP (èßäÉçÇøAPP) conducts assessments to improve student learning, program quality, and effectiveness of services, and to create a culture of data-informed inquiry through an iterative process of planning, evidence collection, reporting, analysis, and action.

Assessment should be aligned with the mission of the university, department, and division to assist in widening improvement across multi-levels, improving student learning, and advancing the strategic priorities and effectiveness of èßäÉçÇøAPP. Closely aligning the mission of the units allows for reinforcement of the unit’s goals and the university’s goals. 

• Benefits for faculty

An outcomes-oriented approach to instruction provides faculty with valid and meaningful evidence of student learning, which can inform and facilitate conversations at the institution-level, department-level, or course-level about curricular planning, staffing, and space.

 

• Benefits for students

An outcomes-oriented approach to instruction encourages students to take responsibility for their own learning by focusing on course and program goals. Students who understand what is expected of them are better equipped to assess their own mastery, seek assistance as needed, and make progress toward successful and timely degree completion.

Assessment plans lay out the data needed to answer assessment questions and ensure that assessment implementation remains on track. 

No, assessment is used to measure and improve student learning and the quality and effectiveness of student support services.

No, assessment and grades are not used for the same purpose. Assessment takes a more broad approach to student learning than grading does. Grades don’t explain the student’s proficiency at a particular learning outcome in detail.

A curriculum map not only shows the sequence of course programs, it is a visual connection between outcomes at all levels that can be used to identify gaps or redundancy in content.

Learning objectives identify the learning behavior and criteria. Learning outcomes are specific observable/measurable statements of the learning or mastery students achieve.

The purpose of accreditation is to demonstrate accountability to external audiences on the university’s commitment to educational achievement and continuous improvement.

Assessment is an internal process that provides evidence of the university’s commitment to accountability. 

The primary purpose of assessment is to improve student learning, program quality, and the effectiveness of services. Assessment data is only beneficial when used to improve or maintain performance.

The meaning of assessment data, and how to use that data to improve the program, must be decided as part of a larger discussion about the goals and needs of the program. When faculty/staff discuss the goals, needs, and achievements of their students and programs, they are better able to work toward desired outcomes in a coordinated manner. Multiple faculty/staff members are needed to create a useful assessment plan for the programs and units.

Only stand-alone certificate programs are required to undergo individual assessment. We define stand-alone certificates as academic credit-bearing certificates not embedded in an existing degree program. A standalone certificate program is available to both degree and non-degree-seeking students

Direct measures involve collecting data from the demonstration of knowledge, capabilities, skills, and ways of thinking related to the learning objectives by students. Indirect measures approach assessment differently, this technique involves collecting data without the demonstration component.

Direct Measures

• Essays/Papers
• Analyses of senior theses
• Projects
• Standardized Exams
• Presentations
• Lab Assignments
• Performance Evaluations
• Case Study Analysis 

Indirect Measures

• Exit Interviews
• Surveys of recent graduates
• Focus Groups
• Course Evaluations 

Please contact the Office of Institutional Effectiveness for all questions and concerns with assessment-related and APR inquiries