IUSB Assessment Third Year Review Evaluation Rubric    General Studies  2007

Scores

Educational Goals

Assessment
Techniques

Data

Analysis

1

Undeveloped

Absence of clearly defined educational goals

Assessment techniques still being identified; Assessment techniques not currently in use.

No data reported

Little or no analysis of assessment data

2

Developing

Goals are not measurable

Assessment mostly dependent on a single assessment technique or tool;  mostly narrative assessment techniques

Only partial data included

Some analysis done, but not shared or discussed with entire program faculty

3

Established

List of clear measurable educational goals for the program

Assessment techniques include a variety of direct and indirect measures of student learning.

All data or representative data included

Assessment data carefully collected, analyzed and shared with all department faculty

4

Exemplary

List of measurable educational goals clearly tied to departmental, general education and campus strategic documents

Assessment techniques include a variety of direct and indirect measures of student learning with a rationale for choice of techniques relative to educational goals.

All data or representative data included.  Data submitted in an electronic format.  Individuals cannot be identified.

Assessment data is carefully collected, analyzed and discussed by all program faculty.  Departmental Assessment Committee active.

Score

2

2

1

1

Comments

There are educational objectives and they could be measured using the exit survey questions.

There are two assessment tools – alumni survey and capstone.  Both techniques should be maintained and undergo continuous revision in response to improvements in the program.  Tie survey questions to learning goals

There is data but since the director is new he has not had time to compile and analyze

This is still in the development stage.

IUSB Assessment Third Year Review Evaluation Rubric – General Studies 2007      pg 2

Scores

Response

Constituencies

Record Keeping and Communication

1

Undeveloped

No changes to the program reported; no rationale for maintaining current program given

Faculty unaware, uninvolved or unsupportive of educational goals and assessment of student learning.  Students have no input into or awareness of educational goals.

Assessment data and analysis is not shared beyond the department faculty.  Reports to Assessment Committee lacking or very late.  No established departmental assessment files.  Assessment plan lacking or badly out of date.

2

Developing

Some program changes reported, but not clearly connected to evaluation of assessment data

Faculty knowledgeable about and have input into educational goals and support assessment of student learning.   Student input collected and considered informally.

Assessment goals and analysis shared with all faculty, deans, and other parties on request.  Assessment plan occasionally evaluated and updated.  Annual assessment reports submitted.

3

Established

Program changes made in response to assessment analysis.

Faculty are knowledgeable about the latest theories and techniques for assessing student learning, and actively incorporate that knowledge into course planning and evaluation.  Educational goals for courses included on all syllabi.  Students have a clear idea of the purpose of assessment and have formal input into the process.

Assessment goals, analysis and actions taken are readily available in an easy to understand format.  Assessment annual reports are timely and complete.  Assessment plan regularly updated and changes reported to the Assessment Committee.

4

Exemplary

Program changes made, (or status quo confirmed,) clearly and directly supported by assessment analysis.  Resources directed to identified weaknesses and successes publicly acknowledged and celebrated.

Students are not just objects of assessment, but know and contribute to program educational goals.  Alumni, employers and community have input into and know the results of assessment activities through a website, focus groups and surveys.

Website showcasing educational goals, assessment data, analysis and program changes.  Assessment information is highlighted in departmental newsletters. Assessment Annual reports are timely and complete.  Assessment plan updated annually, and submitted with the Third Year Review.

Score

1

2

1

Comments

No changes yet but when more data is received and evaluated there are plans for change if needed

The AC recommends that Gen Studies improve lines of communication with service departments.  Gen Studies committee members  should be encouraged to be actively involved in giving feedback to the program

Hard to accomplish with no faculty – unless they can use the advisory committee.
As data, capstone materials and analysis is collected, a standardized process for maintaining files should be established

IUSB Assessment Third Year Review Evaluation Rubric PSYCHOLOGY- 2007

Scores

Educational Goals

Assessment
Techniques

Data

Analysis

1

Undeveloped

Absence of clearly defined educational goals

Assessment techniques still being identified; Assessment techniques not currently in use.

No data reported

Little or no analysis of assessment data

2

Developing

Goals are not measurable

Assessment mostly dependent on a single assessment technique or tool;  mostly narrative assessment techniques

Only partial data included

Some analysis done, but not shared or discussed with entire program faculty

3

Established

List of clear measurable educational goals for the program

Assessment techniques include a variety of direct and indirect measures of student learning.

All data or representative data included

Assessment data carefully collected, analyzed and shared with all department faculty

4

Exemplary

List of measurable educational goals clearly tied to departmental, general education and campus strategic documents

Assessment techniques include a variety of direct and indirect measures of student learning with a rationale for choice of techniques relative to educational goals.

All data or representative data included.  Data submitted in an electronic format.  Individuals cannot be identified.

Assessment data is carefully collected, analyzed and discussed by all program faculty.  Departmental Assessment Committee active.

Score

3.5

3

2

3.5

Comments

It may be difficult to measure outcome 9. However, changes are being made.

Employer survey would be beneficial.

Need to explain how they are using the data they are collecting and analyzing.

Scores

Response

Constituencies

Record Keeping and Communication

1

Undeveloped

No changes to the program reported; no rationale for maintaining current program given

Faculty unaware, uninvolved or unsupportive of educational goals and assessment of student learning.  Students have no input into or awareness of educational goals.

Assessment data and analysis is not shared beyond the department faculty.  Reports to Assessment Committee lacking or very late.  No established departmental assessment files.  Assessment plan lacking or badly out of date.

2

Developing

Some program changes reported, but not clearly connected to evaluation of assessment data

Faculty knowledgeable about and have input into educational goals and support assessment of student learning.   Student input collected and considered informally.

Assessment goals and analysis shared with all faculty, deans, and other parties on request.  Assessment plan occasionally evaluated and updated.  Annual assessment reports submitted.

3

Established

Program changes made in response to assessment analysis.

Faculty are knowledgeable about the latest theories and techniques for assessing student learning, and actively incorporate that knowledge into course planning and evaluation.  Educational goals for courses included on all syllabi.  Students have a clear idea of the purpose of assessment and have formal input into the process.

Assessment goals, analysis and actions taken are readily available in an easy to understand format.  Assessment annual reports are timely and complete.  Assessment plan regularly updated and changes reported to the Assessment Committee.

4

Exemplary

Program changes made, (or status quo confirmed,) clearly and directly supported by assessment analysis.  Resources directed to identified weaknesses and successes publicly acknowledged and celebrated.

Students are not just objects of assessment, but know and contribute to program educational goals.  Alumni, employers and community have input into and know the results of assessment activities through a website, focus groups and surveys.

Website showcasing educational goals, assessment data, analysis and program changes.  Assessment information is highlighted in departmental newsletters. Assessment Annual reports are timely and complete.  Assessment plan updated annually, and submitted with the Third Year Review.

Score

2

2

3.5

Comments

Need to connect responses to assessment data and report how the data relates directly to the changes.

Little student involvement – may increase after self-study.
Consider getting feedback from employers for new hires from the program