Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services
•
1 j'aime•558 vues
![1
State of Assessment Report
School Name
Date
1. What infrastructure currently exists to support assessment at [School Name] (e.g., personnel,
assessment centers, budget, resources, assessment-related grants, local expertise, and
administrative support)? How is assessment collected and stored?
2. What are the current challenges and obstacles that prevent the institutionalization of
assessment at [School Name] (e.g., obstacles to faculty and staff engagement)? How have those
challenges changed over time?
3. What are the needs and issues that should be addressed to advance assessment efforts at
[School Name] (e.g., budgeting, philosophical issues, and workload issues)?
4. What is the status of assessment in [School Name] academic programs (classroom assessment,
course assessment, program assessment; how programs have completed assessments, including
closing the loop) OR status of assessment in student affairs and administrative units (how they
have completed assessments, including closing the loop)?
5. What is the [School Name] climate related to assessment (student, faculty, staff, and
administrator perspectives on assessment)?
6. Overall, what percentage of [School Name] programs have learning outcomes, a curriculum
matrix, and an assessment plan? What percent of the learning outcomes have been
assessed? What percent of course syllabi include the course and relevant program level learning
outcomes?
7. To what degree are rubrics being used effectively? Are portfolios used?
8. Are program learning outcomes connected to the Mission and how is student performance in
this area assessed? If no assessment is currently undertaken, specify the plan for addressing this
need.
9. Do program learning outcomes for diversity exist and how is performance in this area
assessed? If no assessment is currently undertaken, specify the plan for addressing this need.
10. Are students involved in the assessment of learning, program review, etc., and if so, how are
they involved? If not, what is the plan for increasing student involvement?](https://image.slidesharecdn.com/asamenstateofassessmentreportschoolnamedate-120412202918-phpapp02/85/keeping-the-ball-rolling-developing-a-system-that-supports-real-progress-in-assessing-student-learning-outcomes-in-undergraduate-and-graduate-programs-and-student-services-1-320.jpg)
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
Similaire à Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services
Similaire à Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services (20)
Plus de WASC Senior
Plus de WASC Senior (20)
Dernier
Dernier (20)
Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services
- 1. 1 State of Assessment Report School Name Date 1. What infrastructure currently exists to support assessment at [School Name] (e.g., personnel, assessment centers, budget, resources, assessment-related grants, local expertise, and administrative support)? How is assessment collected and stored? 2. What are the current challenges and obstacles that prevent the institutionalization of assessment at [School Name] (e.g., obstacles to faculty and staff engagement)? How have those challenges changed over time? 3. What are the needs and issues that should be addressed to advance assessment efforts at [School Name] (e.g., budgeting, philosophical issues, and workload issues)? 4. What is the status of assessment in [School Name] academic programs (classroom assessment, course assessment, program assessment; how programs have completed assessments, including closing the loop) OR status of assessment in student affairs and administrative units (how they have completed assessments, including closing the loop)? 5. What is the [School Name] climate related to assessment (student, faculty, staff, and administrator perspectives on assessment)? 6. Overall, what percentage of [School Name] programs have learning outcomes, a curriculum matrix, and an assessment plan? What percent of the learning outcomes have been assessed? What percent of course syllabi include the course and relevant program level learning outcomes? 7. To what degree are rubrics being used effectively? Are portfolios used? 8. Are program learning outcomes connected to the Mission and how is student performance in this area assessed? If no assessment is currently undertaken, specify the plan for addressing this need. 9. Do program learning outcomes for diversity exist and how is performance in this area assessed? If no assessment is currently undertaken, specify the plan for addressing this need. 10. Are students involved in the assessment of learning, program review, etc., and if so, how are they involved? If not, what is the plan for increasing student involvement?