Institutional Assessment
Assessment Policy
The faculty and leadership of each college, school, and program will hold primary responsibility for defining how best to teach and assess student learning.
The faculty and leadership within each School and College should develop and maintain plans to assess the effectiveness of their academic degree and certificate programs. Assessment plans should be reviewed and updated periodically to maintain effectiveness.
Each assessment plan should include the five basic elements of the Assessment Cycle Framework. The Assessment Cycle Framework, also known as the Assessment Loop or Assessment Process, is a widely accepted concept in the field of assessment in higher education. It involves a cyclical process of assessment that typically includes the following steps:
- Create: Develop learning objectives
- Plan: Design curriculum, instruction, and assessment methods
- Measure: Collect data
- Analyze: Analyze results
- Apply: Use assessment results for improvement.
This framework emphasizes the continuous nature of assessment and its role in program improvement.
See the Student Learning Assessment Policy document for more details.
Assessment Plan
The faculty and leadership within each School and College develop and maintain plans to assess the effectiveness of their academic degree and certificate programs. Assessment plans are reviewed and updated periodically to maintain effectiveness.
Each assessment plan includes the five basic elements of the Assessment Cycle Framework:
- Program Learning Objectives (PLO) to set expectations for what students will know or be able to achieve by completing an academic program.
- Details to indicate how and when the teaching and learning will occur for each PLO, and whether each PLO aligns with Institutional Learning Objectives (ILO). Details of teaching and learning activities are commonly summarized in a curriculum map or maps.
- Criteria or benchmarks for evaluating the effective delivery of each PLO. These benchmarks might be defined by program accrediting agencies.
- Methods and/or strategies to measure the level of achievement of each PLO including the frequency by which each strategy or method is applied. Details for assessment strategies and methods are commonly summarized in a curriculum map or maps.
- Methods and strategies for implementing changes based on the results of assessment.
Assessment Report
Annual assessment reports provide a structured opportunity for programs to document their efforts on continuous improvement in teaching and learning by reflecting on performance and identify opportunities for enhancement. Annual reports also ensure accountability, demonstrating to various stakeholders the institution's commitment to high educational standards. In addition, they support data-driven decision-making, aiding in resource allocation and strategic planning.
Compliance with accreditation requirements is another key benefit, as these reports provide essential evidence of ongoing assessment and improvement efforts. Reports also facilitate alignment of program goals with institutional mission, fostering enhanced communication and collaboration across departments. The practice of providing annual assessment reports is fundamental in promoting student success, underlining an institution's dedication to providing a quality educational experience that meets the dynamic needs of its students and society.
Resources
Academic Programs: curriculum of didactic and/or clinical study whose completion results in an academic award of a degree or advanced certificate.
Assessment: A systematic process for understanding and improving student learning, involving collecting, analyzing, and discourse on multiple data sets to make informed decisions about teaching and student progress.
Evaluation: The process of making judgments about the quality or value of something, such as an educational program, using various data sources including but not limited to student learning assessment data, administrative metrics such as financial position and enrollment trends, and discipline-specific measurements.
Analysis: The process of examining and interpreting data to understand trends, correlations, and patterns, often used within the context of assessment and evaluation.
Observation: A method of data collection where behaviors or processes are watched and recorded, often used to gather qualitative data in an educational setting.
Examination: A formal test measuring student knowledge or proficiency in a specific area, used as a direct method of assessment.
Measurement: quantification of the attributes or performance of students. Measurement is often a component of assessment and involves the use of tools or instruments (like tests, scales, or rubrics) to gather numerical data or scores that represent a student's level of achievement or proficiency in a specific area.
Program Goals: Broad, mission-derived statements outlining what the program aims to provide to students and achieve within the academic institution.
Student Learning Objectives: Specific, measurable statements of what students are expected to learn or be able to do by completing in a particular educational experience or activity. Objectives are prospective.
Student Learning Outcomes: The observable and measurable results of student learning, indicating the knowledge, skills, and competencies students have acquired or demonstrated. Outcomes are reflective.
Program Learning Objectives: Student Learning Objectives at the program-level.
Program Learning Outcomes: Student Learning Outcomes at the program-level.
Course Learning Objectives: Student Learning Objectives at the course-level.
Course Learning Outcomes: Student Learning Outcomes at the course-level.
The Assessment Cycle Framework is a common approach across universities for program assessment and improvement. The Framework does not have a single specific originator or a single defined source. Instead, it has evolved over time through contributions from various assessment experts, practitioners, and educational organizations, influenced by developments in educational assessment and psychometrics.
Key figures like Scriven in 1967 and Sadler in 1989 played significant roles in its development. Scriven introduced the idea of formative evaluation, focusing on assessments that inform and improve ongoing learning processes. Later, Sadler's work further distinguished between summative and formative assessments, emphasizing their different purposes. Additionally, the UK Assessment Reform Group in 2002 significantly contributed to the promotion of formative assessment practices globally.
The framework's development has been shaped by various disciplines, including psychology, statistics, and education, reflecting a complex and multifaceted approach to educational assessment. It is widely used in higher education and promoted by various institutions and authors in the field of assessment.
The Assessment Cycle Framework essentially represents good practices in educational assessment with principles that align with the broader concepts of outcomes-based assessment, continuous improvement, and accountability in education.
“Add Citations”
Sites
The Association for the Assessment of Learning in Higher Education (AALHE)
National Institute for Learning Outcomes Assessment (NILOA)
The National Center on the Assessment of Learning
Literature
Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education by Trudy W. Banta and Catherine A. Palomba:
This book provides comprehensive guidance on assessment practices in higher education and includes discussions on planning, implementing, and improving assessment. While it doesn't specifically list the five questions, it covers the key elements and principles of effective assessment cycles.
Assessing Student Learning: A Common Sense Guide by Linda Suskie:
This book is a valuable resource for understanding assessment in higher education. It outlines practical approaches to assessment and includes discussions on setting learning objectives, collecting evidence, and using assessment results for improvement.
Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education, by Barbara Walvoord:
Walvoord's work emphasizes the importance of using assessment to improve student learning. She argues that assessment should be used to diagnose student strengths and weaknesses, provide feedback to students, and inform decisions about curriculum and instruction. Walvoord's work has been influential in shaping the way that assessment is conducted in higher education. Her book is a valuable resource for anyone who is interested in learning more about assessment and how it can be used to improve student learning.
For a comprehensive understanding, refer to the detailed discussions and analyses in the article "The past, present and future of educational assessment: A transdisciplinary perspective" on Frontiers”