Office of Institutional Research and Assessment
Program Assessment
Assessment:
Improving Student Learning Program Quality Improvement Reports IDEA Student Ratings of Instruction Third Party Accrediting/Certifying Agencies Improving Student Learning:
Assessment of student learning is measured against these five criteria:
1. Stated student learning outcomes are appropriate to Cameron?s mission and academic program and degrees objectives.
2. Quantitative evidence that students achieve stated course and program learning outcomes is collected during the annual assessment process.
3. Annually, direct measurement of student learning is analyzed to determine improvement of student learning.
4. The assessment instruments and reporting process assure faculty participation to assess student learning.
5. Annual operational planning and budgeting is driven by the evaluation process to and improve program effectiveness and to improve student learning.
Departmental assessment processes, analysis, and plans will:
- Provides information regarding student learning,
- Engage stakeholders in analyzing and using information on student learning to confirm and improve teaching and learning,
- Produce evidence that confirms achievement of intended student learning outcomes, and
- Guides broader educational and organizational improvement.
Departments and schools will assess student learning in meaningful, useful, and workable ways to evaluate how they are achieving their commitments and to act on the results in ways that advance student learning and improve educational quality. Effective assessment of student learning is a matter of commitment, not a matter of compliance.
Assessment Process:
All programs must complete the annual assessment process and define Program Objectives and Strategies; Assessment Objectives and Methods; and complete Program Quality Improvement Reports.
Program Objectives:
Clearly stated program objectives, operationalized statements of student learning and development expectations, establish the basis for program planning and program strategies development, as well as serve as the criteria against which a program is to be evaluated. Program objectives identify faculty expectations about what knowledge is to be learned and what skills, attitudes, and behaviors are to be developed by students involved in the program. These objectives provide the basis for curriculum development, faculty selection and development, and facilities planning. Therefore, the objectives should be relatively stable over time and not subjected to change based upon assessment results from one assessment cycle.
Program Strategies:
Program strategies describe how program requirements assure student learning experiences which achieve program objectives. Based on rational decisions regarding the importance of program objectives, program strategies state clearly which program components serve which program objectives. A careful delineation of program strategies ensures that appropriate attention is given to each program objective. Assessment results are used annually to evaluate and revise program strategies and to improve program weaknesses and enhance program strengths.
Assessment Objectives:
Assessment objectives should be similar to or the same as program objectives. Assessment objectives indicate which quality indicators of student learning and development, stated in terms of student knowledge, skills, attitudes, and/or behaviors, are to be used to assess effectiveness. It is often not feasible or desirable to address all (assessment/program) objectives in a given year; therefore, each program coordinator maintains an assessment schedule to assure that all objectives are assessed in accordance with approved time-lines.
Assessment Methods:
Assessment methods encompass the measurement options to be used for each objective; which students are targeted; time lines for data collection and analysis; the methods of analysis to be used on the assessment data; and the decision criteria which will be used to formulate conclusions from the results of the analyses. Evaluative conclusions regarding student strengths and weaknesses related to program strengths and weaknesses are essential parts of the assessment model. Assessment results are used annually to evaluate each data collection and each analysis method. Appropriate modifications are included in the program assessment plan for the next cycle.
Program Quality Improvement Report (PQIR):
Direct measures of student learning are required as the primary source of data in the PQIR process. The PQIR is prepared by all of the faculty members in the programand contains (1) a display of assessment data, (2) analysis of the assessment data, (3) evaluative conclusions regarding program strengths and weaknesses, (4) program modifications (goals, objectives, or strategies) suggested by the analysis of assessment data, (5) proposed modifications for program improvement, (6) projected time lines for implementation of all modifications, (7) an estimate of any additional resources required to implement recommended program changes, (8) an evaluation of assessment methods, and (9) an update to the annual assessment plan. The Program Quality Improvement Report for an academic program is approved by the Department Chair, the Dean of the Academic School, and the Vice President for Academic Affairs. The Director of Teacher Education approves the Teacher Education report. Reports for non-academic programs are approved by administrative personnel responsible for the programs. Individual PQIRs are the basis for initiating actions aimed at improving the corresponding individual programs. Collectively, these reports are a fundamental source of information for the institution's accountability reports submitted to its governing boards and external agencies.
Direct Measures of Student Learning:
the capstone experience (when standards are carefully structured and documented, the capstone experience, clearly linked with the identified learning outcomes, becomes a very effective direct measure); portfolio assessment (with a clear set of objective standards of measurement across evaluators within a department); standardized tests; performance on national licensure, certification or professional exams; locally developed tests which have established validity and reliability; essay questions blind scored by faculty across the department, school, or college; qualitative interval and external juried review of comprehensive senior projects; externally reviewed exhibitions and performances in the arts; external evaluation of performance during internships based on stated program objectives.
Indirect Measures of Student Learning:
alumni, employer, and student surveys; exit interviews of graduates and focus groups; graduate follow-up studies; retention and transfer studies; length of time to degree; SAT scores; graduation rates and transfer rates; job placement data; capstone course.
Action Plans
New activities which are required to support the Mission, Strategic Plan, and improve or sustain departmental/school/division objectives are listed. Action Items from the PQIR that are continued/completed during the next academic year are listed. Actions arising from initiatives of the Oklahoma State Regents for Higher Education or external accrediting agencies are addressed. Essential ongoing activities which have been under supported or which need to be addressed because of some cumulative effect are addressed in the action plan.
Each department develops the next academic year's priorities and completes detailed plans. Departmental plans include these elements:
1. Program Improvement
2. Academic/Service Mission Activities
3. Student Recruitment and Retention
4. Faculty Development
5. Staff Development
6. Technology Enhancements
7. Economic Development
8. Funding
Faculty and staff members make input to the process at this time. Department chairs/directors prepare the next year's academic plan in close consultation with the faculty/staff. Realistic budget requests, which include operating and personnel costs, are completed.
|
|
|
