IU South Bend CAMPUS ASSESSMENT COMMITTEE
2000-2001

Introduction:
Assessment Information:
Conclusions:
Summary of Assessment Techniques used by Programs Evaluated in 2003:

Introduction

The IU South Bend Assessment Committee asks each degree granting department at IU South Bend to summarize assessment activities every three years and present the Committee with a brief written and oral report. For the 2000-2001 academic year seventeen departments were scheduled to give reviews, sixteen were done. The presentations were made in April and May of 2001. The following departments gave reports: Special Education- Graduate and Undergraduate, Women=s Studies, Secondary Education - Graduate and Undergraduate, Psychology, Political Science, Foreign Language, School Administration, Fine Arts, Business - Graduate, Mass Communications, Elementary Education - Graduate, History, Master of Liberal Studies and Biology.

Assessment Information:

The committee reported that of the sixteen departments giving reviews, eleven were quite positive. The Committee found these departments doing an adequate job of assessing and monitoring their programs, and using the results of assessment to make positive changes in the program. No, or minor, suggestions were made to these departments for changes in their assessment activities.

Three departments were given less positive feedback on their presentations. In all of these cases, the assessment program was new, had lapsed or there had been major reorganization in the department. These programs struggled with writing or substantially re-writing assessment plans. These departments were unable to give assessment results or indications of how assessment was being used to improve the program.

Two programs were asked to give an assessment update by next January because the Committee felt that by then the programs would have more information. Two programs did not submit a written report and are not included in this summary.

A wide range of activities are being used to assess student achievement in the five Educational Objectives identified in the IU South Bend Assessment Plan. These Objectives are: Higher order thinking skills; Basic academic success skills, Discipline specific knowledge and skills; Liberal arts and academic values; and Personal development with work and career preparation. Most departments use some sort of comprehensive evaluation of students which includes techniques such as: capstone course, portfolio or standardized exam. Other types of activities include focus groups, surveys, faculty discussions and faculty evaluations.

The data collected from these assessment activities is being used to make changes in the programs. For example, one of ten issued identified and addressed in a Business Graduate focus group evaluation was a lack of emphasis on International Business. The faculty responded by requiring a particular course on this topic. Several department have made improvements in individualized advising for students. Many departments have also made changes in particular curriculum, changed the course schedule or offered a study seminar in response to needs identified by assessment activities.

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Conclusions:

Assessment, and documentation of assessment activities, is beginning to be accepted at IU South Bend as a routine and important part of maintaining academic excellence. The majority of departments have established assessment activities and data collection. These results are being used to make changes in curriculum and other aspects of the program.

However, there are still a few programs which have not established assessment as an important monitor of program quality. In some instances assessment activities are being done, but informally. Or, data is being collected, but not analyzed or used to make changes in the program.

The biggest challenge for many of these departments is maintaining some continuity of faculty responsible for assessment activities and evaluation. Assessment needs to evolve with, and inform changes in the program. Having an up-to-date, and useful assessment program requires constant revision and vigilance. The departmental assessment programs need to be robust enough to adapt to changes in the program and personnel. They also need to provide some continuity of data.

The challenge for the Assessment Committee will be to encourage and support those programs with excellent assessment activities, and to assist programs that are struggling with new or unimplemented plans to establish assessment as a priority.

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Summary of Assessment Techniques used by Programs Evaluated in 2000/01

College of Liberal Arts and Sciences
Biology
Techniques Used - Classroom Assessment, Course Evaluations, Faculty Inventory, Graduate School Admissions, Capstone Course, Threshold Course
Actions Taken -
- New lab classes
- New Major Requirements

Foreign Language
Techniques used - Exit Interview/Questionnaire, Portfolio Assessment, Proficiency Tests, Faculty Discussion
Actions Taken
- Use of CARLA tests
- Discussion of learning outcomes, General Educational Objectives, plans made for assessment in the future.

History

Liberal Studies - Graduate

Political Science
Techniques used - Capstone Course, Classroom Assessment, Faculty Inventory, Student Exit Survey
Actions taken -
- Academic advising improved
- Off-campus practicum
- Oral presentation and writing assignments included in courses

Psychology
Techniques used - Faculty Inventory, Standardized Testing, Classroom Assessment, Peer Review, Alumni Survey
Actions taken -
- Curriculum and course offerings revised
- Computer and internet use increased
- Advising improved
- Study skills workshops provided
- Poster sessions and Student Achievement awards
Women=s Studies
Techniques used - Capstone Seminar, Practicum, Student Input, Faculty Discussion
Actions taken -
- Changes in Women's Studies governing board
- Need for assessment plans and activities identified

School of Business and Economics
Business - Graduate
Techniques used - Focus Group Sessions, Comprehensive Post-Test, Alumni Survey, Graduate Student Advisory Board, Capstone Course, Graduating Student Survey
Actions taken -
- Ten issues identified in focus group - each concern is being addressed
- Post-test has been modified to reflect individual courses of study
- Changes in class scheduling

School of Education
Elementary Education - Graduate
Techniques used - Licensing Requirements, Course Feedback
Actions Taken -
- identified need for new faculty
- course offerings modified
- need for research course identified
- need for surveys identified

School Leadership
Techniques used - Alumni Survey, Advisory Committee, NCATE Accreditation, Entry Level Review, Performance Review, Field Experience Review, Portfolio
Actions taken -
- Renewed commitment to portfolios and problem-based learning
- Development of standards grid for each course
- Some students screened from program
- Some students required to improve grades and Portfolio projects

Secondary Education - Graduate and Undergraduate
Techniques used - NCATE accreditation, Standardized Testing, Student Teaching, Graduating Senior and Alumni Surveys, Employer Survey
Actions taken - preparation for new program model to be submitted to IPSB, and NCATE visit

Special Education- Undergraduate
Techniques used - NCATE accreditation, Standardized Testing, Capstone Experience, Course Evaluation
Actions taken - preparation for new program model to be submitted to IPSB, and NCATE visit

Special Education - Graduate
Techniques used - NCATE accreditation, course evaluation, Capstone experience
Actions taken - preparation for new program model to be submitted to IPSB, and NCATE visit

School of the Arts
Fine Arts
Techniques used - Entry Level Review, Advising, Portfolio Review, Capstone Experience
Actions Taken -
- Individualized advising established and used to resolve student problems

Mass Communication
Techniques used - Capstone Course, Peer Feedback
Actions taken -
- Changes in S121
- Changes in curriculum to reflect new program
- Identified need for assessment plan
- Changes in student advising

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