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Assessment in the Undergraduate Major

Plans for the assessment of student learning in the major are developed, reviewed and revised as needed by the departments, reviewed by college deans, and submitted to the Office of the Provost. Approval of major assessment plans rests with the Provost's Office.

Each department or program has a plan for the assessment of student learning in the major area of study that has been developed and approved by the faculty. Goals for the assessment of student learning in a departmental major at the undergraduate level include articulation of desired learning outcomes, measurement of the achievement of learning outcomes, development of a departmental/major profile of how well students collectively meet each outcome, and use of the results of that profile to enhance the major programs. Major assessment plans include a broad range of quantitative and qualitative assessment measures that collectively are used to describe student learning. Examples of direct measures include;

  1. samples of student products generated as a part of regular classroom activities;
  2. standardized tests;
  3. locally developed instruments; and
  4. student focus groups collecting direct responses to questions developed from learning outcomes

Some indirect measures include;

  1. student focus groups collecting attitudinal data and
  2. attitudinal survey data

Departments use assessment of student learning in the major as a part of the cyclical review of academic programs. Assessment of student learning in the major is an integrated part of the ongoing self-evaluation activities of each program. Departments initiate program changes to promote continuous improvement of student learning.

Each department reports annually on the results of assessment to improve student learning in the major. Departments submit annual reports to the Office of the Provost through the college dean following guidelines established by the Provost’s Office. The Assistant Provost reviews the reports for the purpose of making suggestions to improve the process. The Assessment Facilitator develops summaries of the annual assessment reports to disseminate to campus and other constituencies.

Assessment in the Graduate Program

Plans for the assessment of student learning in the graduate degree program are developed, reviewed and revised as needed by the departments, reviewed by college deans, and submitted to the Office of the Provost with copies to the Graduate Council. Approval of program assessment plans rests with the Provost's Office.

Each graduate program has a plan for the assessment of student learning which has been submitted through the academic department, the college dean, the Graduate Office, and then to the Provost’s Office. Goals for the assessment of student learning at the graduate level include articulation of desired learning outcomes, measurement of the achievement of learning outcomes, development of a departmental/major profile of how well students collectively meet each outcome, and use of the results of that profile to enhance the graduate programs. Examples of direct measures include a) samples of student products generated as a part of regular classroom activities; b) standardized tests; and c) assessment of thesis or capstone experience. Some indirect measures include a) student focus groups collecting attitudinal data and b) attitudinal survey data.

The most common vehicle for assessment at the graduate level is the evaluation of student performance in some type of culminating experience such as theses, internships, comprehensive written or oral exams, major projects, performances, etc. Other assessment tools include alumni/employer surveys, student perception surveys, and performance on licensure, certification, or professional exams.

Each department offering a graduate program reports annually on assessment activity results, articulates the use of the results in effecting curricular or instructional changes, and reviews/revises the assessment plan for the coming year. The Assistant Provost reviews the reports for the purposes of making suggestions to improve the process. The Assistant Provost provides an annual report of results to the Graduate Council. Summaries of the annual assessment reports are written by the Assessment Facilitator for dissemination to the campus community and other constituencies, as well.