Departmental Assessment Plan Outline

I. Identified Measurable Educational Goals | Without identified goals, it is impossible to assess the success of academic programs. Goals must also be measurable and quantifiable. These goals should reflect campus statements and priorities, as well as the specific goals identified by your department for your students. The Higher Learning Commission looks to see if the institution is, "setting clear learning goals, which speak to both content and level of attainment"

A. Departmental

B. General Education

C. Campus

II. Methodology for Measuring the Attainment of Educational Goals (Assessment Techniques and Procedures) | Assessment is the means by which Student Learning is documented and verified. The Higher Learning Commission looks to see if the institution is," collecting evidence of goal attainment using appropriate assessment tools"

A. Techniques

  • Direct (pre and post-testing, capstone courses, oral exams) and indirect (alumni and employer surveys, graduate school success)
  • A single assessment technique can be used to measure more than one educational goal
  • Curriculum Map | showing how program courses fit into educational goals

B. Assessment activities measure and impact education goals

III. Process for using assessment information to improve programs | The work of assessment has no meaning unless it is used to improve student learning and teaching. The Higher Learning Commission looks to see if the institution is "using this evidence to effect improvements in its programs"

A. Assessment information collected, collated and analyzed by department faculty
B. Departmental resource allocation decisions are based on assessment results

  • Budgetary and faculty resources are expended on identified weaknesses
  • Accomplishment of goals is celebrated and rewarded

C. Changes in curriculum, scheduling, advising and other results reported in assessment reports, and made available to students and faculty
D. Regular revision and updating of Assessment plan, (revised plan submitted with Third Year Review)

IV. Participation of all stakeholders | The Higher Learning Commission looks to see if the institution is, "applying collective judgement as to the meaning and utility of the evidence"

A. Faculty

  • All faculty involved in collecting and analyzing assessment data and making decisions about steps to be taken as a result
  • Departmental assessment committee in larger programs

B. Students

  • Not just objects of assessment but active participants in identifying and measuring goals
  • Participation in departmental assessment committees
  • Awareness of assessment goals

a. Assessment information available on website

----b. Education goals identified in syllabus
C. Alumni, employers and community

V. Record Keeping

A. Established departmental files, with a process for maintaining and passing on information
B. Departmental liaison responsible for filing annual and third year reports with the Assessment Committee
C. Website with assessment goals and data
D. Timely submission of reports