Assessment is an on-going process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education.

(Definition by The American Association for Higher Education (AAHE) Bulletin, 48 (2), November 1995, pp. 7-9.)

Prepared by Marilyn Taylor and Vicki Orazem
June 5, 2005
Assessment Planning

The six undergraduate competencies are extended into graduate programs. Admission requirements may encompass the competencies; and/or graduate programs take students further in the same competencies as a framework for student outcomes.

There are a number of different definitions of terms used through out the assessment literature. UAS has made a policy decision to use the terms outlined below so that all faculty, staff and administrators have a common language and understanding of the terms.

Definition of Terms

• Goals – What students should learn, understand or appreciate as a result of studies). Statements found in mission statements, professional organization standards.
• Outcomes – stated in terms of student behavior- what students should be able to demonstrate, represent or produce.
  Three areas of outcomes: Knowledge (content), skills (abilities), disposition (professional behavior). Should identify what students 
• Curriculum Map – tracks where goals and outcomes addressed (i.e., Introduced, Developed or Mastered) in the curriculum. Six UAS Competencies can be mapped separately or included in the degree program map.
• Direct Assessment – student work such as exams, projects, logs, portfolios, observations or performances
• Indirect Assessment – how students feel about learning such as surveys, questionnaires, interviews, focus groups, reflective essays.
• Rubric – carefully designed rating chart or scoring guide by reference to goes, outcomes and expectations for proficiency. (Future rubrics designed by faculty)
  

A completed program assessment plan to include the following. Dr. Peggy Maki will review program assessment plans for each unit during convocation and will provide specific feedback on the plans.

1. Comprehensive goals and outcomes; curriculum map to determine how and when goals are achieved; assessment measures and the process for collecting and aggregating data; plan for program improvement that includes the timeline for using data to improve programs.
2. Revision of syllabi to reflect agreed upon student learning goals and outcomes

By Spring Convocation the first report is due that describes program assessment activities to date. If data has been collected and aggregated then an annual improvement plan should be put in place.

Yes, if the course taught to specific outcomes and if the performance and criteria are stated and shared among faculty (i.e., if the grade reliably represents learning of particular outcomes at a particular level of proficiency).

Generally, it is the combination of courses the students have taken to degree completion, the emphasis is NOT on the individual courses. The assessment plan does not assess general education courses and developmental courses.