Assessment Plan Outline

(Attach explanatory documents as appropriate.)

Examples:

What students should learn[1]	How their learning will be assessed[2]	How results will be analyzed and by whom[3]	Assessment schedule[4]	Process for the Department to implement any changes
Communicate effectively, engagingly, and clearly in writing	Student portfolios	Dept. Curriculum Committee review at end of semester; writing rubric	Spring 2003, 2005, 2007	Curriculum Committee review, then vote by full department
Apply the principles of the field to solve problems	Capstone course project	Capstone instructors, end of semester; problem-solving rubric	Spring 2004, 2006, 2008	same
Apply their knowledge and ability to work in real world situations	Internship	Internship supervisor evaluations, reviewed by all Department faculty; specific applications evaluated	Every semester	same
Know concepts, theories, and principles of the field	Selected questions embedded in course examinations	Reviewed by all Department faculty, using scale of 1-5 for each content area.	Results from three different courses reviewed each semester.	same
Assess their knowledge and skills realistically	Exit interview	Notes of interviewers summarized for the faculty	Every spring semester.	same
Perform successfully after graduation	Alumni survey	1^st and 5^th year graduates assessed by mailed survey	2005 and 2010	same

Note: All results will be discussed with recommendations made by the entire faculty at the beginning of the Fall semesters.

What students should learn[5]	How their learning will be assessed[6]	How results will be analyzed and by whom[7]	Assessment schedule[8]	Process for the Department to implement any changes

[1] In the literature of assessment, these are usually referred to as “learning outcomes.” What should students be able to do, know, or value?

[2] One or more methods may be used for each learning outcome. When possible, direct assessments of student work should be used for assessment, but indirect methods may help flesh out the overall assessment. Direct methods include portfolios, work in capstone courses, embedded work such as research papers and examination answers, and student creative products such as art, dance, theatre, and writing.

[3] More than one faculty member should assess student work, not just the instructor of a course. Methods might include evaluations using rubrics or written summaries or statistical analyses.

[4] Some assessments should occur every year, but not everything needs to be assessed every year. Develop a cycle of assessment that might be one to three years long. Allow additional assessments to be developed as additional questions arise about student learning.

[5] In the literature of assessment, these are usually referred to as “learning outcomes.” What should students be able to do, know, or value?

[6] One or more methods may be used for each learning outcome. When possible, direct assessments of student work should be used for assessment, but indirect methods may help flesh out the overall assessment. Direct methods include portfolios, work in capstone courses, embedded work such as research papers and examination answers, and student creative products such as art, dance, theatre, and writing.

[7] More than one faculty member should assess student work, not just the instructor of a course. Methods might include evaluations using rubrics or written summaries or statistical analyses.

[8] Some assessments should occur every year, but not everything needs to be assessed every year. Develop a cycle of assessment that might be one to three years long. Allow additional assessments to be developed as additional questions arise about student learning.