Intended Student Learning Method of Assessment Criterion for Success Results of Assessment Outcome (Achieved; Partially achieved; Unachieved) Sample 1: Graduates of A test that includes the A successful outcome Unachieved the Latin Language minor identification and will be 80% of Latin option will demonstrate grammatical explanation Language minors their ability to analyze the of Latin words and successfully identifying grammatical construction constructions in context. and explaining seven of of unedited Classical ten grammatical items. Latin. Sample 2: Students Final senior studio project The School of Achieved completing the B.S assessed by rubric Architecture intends program in Architecture (Research and Analysis that 70% of the students will be able to explain and section) completing the B.S. diagram the parti the program in Architecture – organizing thought or will have received decision that informs the assessments of very design and choice of good or exceptional for approach for the project. the research and – analysis criteria. Sample 3: Students will Students were assessed by This item was assessed Partially achieved be able to effectively their field instructors using a five point Likert communicate his/her role during their final scale. The scale ranges and purpose clearly in an evaluation using the eight from 1 "Does not meet interview, group, items in the section expectations" to 5 organization and/or "Student will learn and be "Greatly exceeds community meeting. able to demonstrate expectation." At least effective communication 85% of students were to skills." be rated at a level 3 or higher. Please note the above examples are for demonstration purposes only and do not reflect actual results of assessment. Once the above information is summarized or listed in a table, describe what the results of the assessment mean to their respective program(s). Consider the following questions: For outcomes that were not achieved or partially achieved, what was faculty consensus on what that meant about student knowledge, skill or ability in that particular area? What changes were made based on the results of assessment information? Were the unachieved or partially achieved outcomes reassessed after changes were implemented? If so, what were the findings from the re-assessment? Did student learning improve? For outcomes that were achieved, were the results expected or a surprise? Were faculty pleased with level of performance for achieved outcomes or students’ would they prefer to see the criterion of success increased for the particular outcome(s)? Did the assessments reveal any issues with assessment methodology? If so, what changes were made to improve methodology?
Intended Student Learning Outcome Method of Assessment Criterion for Success Results of Assessment (Achieved; Partially achieved; Unachieved) Sample 1: Graduates of the Latin Language minor option will demonstrate their ability to analyze the grammatical construction of unedited Classical Latin. A test that includes the identification and grammatical explanation of Latin words and constructions in context. A successful outcome will be 80% of Latin Language minors successfully identifying and explaining seven of ten grammatical items. Unachieved Sample 2: Students completing the B.S program in Architecture will be able to explain and diagram the parti – the organizing thought or decision that informs the design and choice of approach – for the project. Final senior studio project assessed by rubric (Research and Analysis section) The School of Architecture intends that 70% of the students completing the B.S. program in Architecture will have received assessments of very good or exceptional for the research and analysis criteria. Achieved Sample 3: Students will be able to effectively communicate his/her role and purpose clearly in an interview, group, organization and/or community meeting. Students were assessed by their field instructors during their final evaluation using the eight items in the section "Student will learn and be able to demonstrate effective communication skills." This item was assessed using a five point Likert scale. The scale ranges from 1 "Does not meet expectations" to 5 "Greatly exceeds expectation." At least 85% of students were to be rated at a level 3 or higher. Partially achieved Please note the above examples are for demonstration purposes only and do not reflect actual results of assessment. Once the above information is summarized or listed in a table, describe what the results of the assessment mean to their respective program(s). Consider the following questions: For outcomes that were not achieved or partially achieved, what was faculty consensus on what that meant about student knowledge, skill or ability in that particular area? What changes were made based on the results of assessment information? Were the unachieved or partially achieved outcomes reassessed after changes were implemented? If so, what were the findings from the re-assessment? Did student learning improve? For outcomes that were achieved, were the results expected or a surprise? Were faculty pleased with students’ level of performance for achieved outcomes or would they prefer to see the criterion of success increased for the particular outcome(s)? Did the assessments reveal any issues with assessment methodology? If so, what changes were made to improve methodology?
program-review-manual-current.docx