Assessment FAQs
Broadly speaking, assessment is a process that involves:
• Studying activities (courses, co-curricular events like lecture series, fieldwork, advising, etc.) that are designed to meet specific goals (in this case, learning goals)
• Determining if goals are being met
• Adapting activities (and possibly goals) as appropriate if goals are not being met
But my school/program/department already assesses student learning How is this process different?
Most academic units conduct assessments, but they frequently lack formal and systematic documentation of assessment activities, results, and their applications Additionally, assessment plans often do not incorporate direct measures of student learning.
The Middle States Commission on Higher Education mandates that institutions, including NYU, conduct systematic assessments to demonstrate explicit evidence of student learning for accreditation purposes Although the Commission does not specify the methods of assessment, it provides guidelines on acceptable evidence types, clarifying that grades alone are insufficient to prove student learning outcomes.
Why assess? What are the benefits?
In addition to fulfilling external accountability requirements, assessment can be an internally valuable process The list below presents a range of benefits to students, faculty and administrators.
• The clear expectations that good assessment requires help them understand where they should focus their time and energy.
• Assessment, especially the grading/scoring process, motivates them to do their best
• Assessment feedback helps them understand their strengths and weaknesses.
• Assessment information documents what they’ve learned; this documentation is beneficial in applying for jobs, awards and programs of advanced study.
• Graduate students who have assessment experience will have an advantage when applying for jobs.
• Assessment activities bring faculty together to discuss important issues such as what they teach and why as well as their standards and expectations for student learning.
• Assessment activities help faculty see how their courses link together to form a coherent program and how the courses they teach contribute to student success in their subsequent pursuits.
• Assessment creates a common language that engages faculty spanning a variety of specializations and disciplines.
Assessment information that showcases the success of a program or institution serves as a powerful tool to demonstrate its quality and value to employers, donors, legislators, and other stakeholders This not only enhances the institution's reputation but also benefits faculty and students alike.
• Assessment can help ensure that institutional resources are being spent in the most effective ways possible - where they’ll have the greatest impact on student learning.
What is the process for assessing student learning?
Create and execute a comprehensive assessment plan for your school, department, or program This plan serves as a formal declaration detailing the systematic approach to evaluating student learning It outlines the methods for collecting, compiling, and sharing assessment results, ultimately aiming to enhance educational opportunities, including curriculum, instruction, and academic support, to improve student learning outcomes.
This report aims to create an Assessment Plan tailored for program and departmental majors, while also offering adaptable strategies for various student categories, including minors, study abroad participants, and those involved in service learning programs.
What are the components of an assessment plan? What is the process for assessment plan development?
Developing an assessment plan involves a systematic process that begins with defining student learning goals aligned with the curriculum This plan is framed within the program's mission and includes several key steps: establishing broad program goals, formulating specific course objectives, identifying assessment measures and methods, and utilizing assessment results to enhance educational opportunities A crucial feedback loop connects the final step back to the initial goals, ensuring continuous improvement and alignment throughout the assessment process.
Figure 1 Steps in the Assessment Process
While this article does not delve into the wider context of school-level missions and goals, it is essential to ensure that a program's mission and goals align with the overall objectives of the school.
How do I know if my program is meeting the standards for assessment practices? Beyond meeting the minimum standards, what are the “best practices” in student learning assessment?
Table 1 outlines the minimum standards and best practices for student learning assessment It encourages schools, departments, and programs to exceed these minimum standards by adopting recommended best practices This table serves as a benchmark to evaluate the current assessment practices within your institution and can be utilized to monitor progress as improvements are implemented.
Table 1 Standards for Assessment Practices
In addition to meeting the described standard… Meets Standard Needs
Learning goals are clearly and actively communicated to students (on program website, handbook, etc.) and to faculty in the program
Learning goals should be articulated clearly and in observable terms, utilizing action verbs to specify how students will apply their knowledge These goals encompass the thinking skills and disciplinary attitudes students will develop, as well as the additional capabilities they will acquire by the end of the program.
Learning goals do not meet the described standard
Objectives Course objectives are clearly and actively communicated to students (on syllabi) and faculty in the program
Course objectives should be clearly defined using specific action verbs, outlining how students will apply their knowledge, develop critical thinking skills, and cultivate essential disciplinary attitudes By the end of the course, students will be equipped with the ability to effectively utilize their skills and knowledge in practical situations.
Course objectives do not meet the described standard
• It is clear that every student in the major has ample opportunity to master each learning goal, either through multiple courses or through intensive study in one course
Students complete courses in a structured sequence, progressing from basic to intermediate and then to advanced skills This hierarchical approach ensures that foundational skills are reinforced in later courses, promoting a deeper understanding Additionally, within each course, this ordered and iterative method enhances the teaching and learning experience.
• Learner-centered instructional practices are employed (e.g., sequenced assignments, detailed assignment guidelines, discussion of sample papers, multiple drafts of papers, dissemination of expectations (rubrics) to students, etc.)
Every student has sufficient opportunity to master each learning goal through completing at least one course in which the learning goal(s) are addressed.
Educational opportunities do not meet the standard.
Methods Evidence is provided that the assessment methods yield truthful, fair information that can be used with confidence
• Each assessment method clearly matches the learning goal being assessed and multiple assessments are used systematically (repeatedly, on a schedule) over time
• Assessments are conducted for all students in the major (or a representative sample)
• Assessment practices include direct measures of student learning.
Assessment methods do not meet the standard.
Standards have been set to define the minimum performance levels required for students completing the program, and the positive assessment results are communicated to faculty, students, academic administrators, prospective students, and relevant audiences.
Assessment results are shared and discussed with faculty teaching in the program and are used to modify learning goals, teaching methods, curriculum, and/or assessment strategies, as appropriate.
Use of results does not meet the standard.Adapted from Suskie, L (2004) Assessing student learning: A common sense guide (2nd ed.) San Francisco: Jossey-Bass (pp 68-69).
Developing an Assessment Plan
Developing an assessment plan is crucial for success, as it provides a clear outline and structured approach to evaluation An effective assessment plan and its corresponding reports can fulfill multiple purposes for a department or school, enhancing overall performance and accountability.
The external representation of institutional memory is crucial, as valuable information may be lost when department members transition roles, take sabbaticals, move to different universities, retire, or forget past challenges and successes Assessment plans and reports serve to document these processes, ensuring that future members and leaders of the department have access to essential insights and solutions derived from previous assessments.
A well-defined assessment plan fosters a shared vision among departmental members, ensuring everyone understands the department's assessment objectives Faculty members can engage with the plan, providing informed feedback and inquiries This clarity helps educators recognize how their courses and teaching methods align with the broader curriculum and their specific roles in the assessment process.
An assessment plan serves as a vital resource for new and adjunct faculty, effectively communicating a department's assessment activities and educational practices This allows faculty members to access comprehensive information without waiting for committee meetings or relying on fragmented details, ensuring they have an accurate understanding of the department's assessment efforts.
Departments can enhance their assessment strategies by sharing their plans and successful approaches with one another This collaboration fosters the exchange of creative solutions to common challenges, as well as innovative curriculum and instructional changes aimed at improving student learning outcomes.
An effective assessment plan showcases the department's dedication to evaluating student learning and enhancing the teaching process, reassuring accrediting bodies, funding agencies, parents, and students of its commitment Assessment reports provide documented evidence of student learning outcomes and highlight the improvements made to educational opportunities.
Define the Context: Program Mission Statement
A mission statement serves as a guiding framework for faculty in developing a focused and coherent program of study, helping students assess its alignment with their educational and career aspirations It should clearly articulate the program's purpose, philosophy, and values, while outlining the strategies employed to achieve its goals To ensure effectiveness, mission statements must be succinct, accurate, and realistic, reflecting the insights of program faculty Regular reviews for accuracy and relevance are essential to maintain alignment with disciplinary standards.
• The program is designed to prepare students for graduate school, professional school and/or the workforce
• The program focuses on developing problem-solving and information-gathering skills that can continue to be applied even as the knowledge base of the field changes
• The program strives to produce students who are creative thinkers via an interdisciplinary approach to learning
• The program produces students who are on the cutting edge by offering courses taught by leading practioners in the field
Step 1: Develop Student Learning Goals
Faculty leverage their disciplinary expertise and program mission to establish student learning goals, which are essential for shaping an academic program These goals outline the necessary educational opportunities for students and encompass the knowledge, skills, attitudes, dispositions, aspirations, and behaviors that faculty anticipate their majors will acquire by the end of the program.
A discussion of development of learning goals is presented in Suskie’s Assessing Student
Learning: A Common Sense Guide (2004, Chapter 5) and in the Middle States Commission on
Higher Education’s Student Learning Assessment: Options and Resources (2007) http://www.msche.org/publications/SLA_Book_0808080728085320.pdf
A summary of Suskie’s best practices to consider when developing student learning goals is presented below:
Establish goals that strike a balance between being overly broad and excessively specific These goals should articulate the essential knowledge and skills that all successful graduates of your program or major are expected to acquire, rather than focusing on what only a select few might learn.
• Define fuzzy or vague terms (such as “critical thinking”) in ways that apply specifically to your major/ program
Clearly define learning objectives that focus on student outcomes, such as "students will demonstrate the ability to conduct lab experiments," instead of merely outlining the educational activities offered, like "students will participate in hands-on lab experiences."
• Focus on the 4-6 goals that are most important
• Use concrete action terms to describe the type of learning you expect (e.g., students will identify, describe, apply, evaluate, analyze, etc.)
• Work with colleagues to ensure that goals develop from broad collegial discussion
Regularly review and adjust your goals to align with the evolving landscape of your discipline This includes adding, modifying, or removing objectives as necessary due to shifts in program missions, changes in graduate school admission criteria, or recent advancements in the field.
Step 2: Develop Course Objectives and Outline Educational Opportunities
Our program offers a range of experiences that empower students to achieve their set goals through required courses designed to meet specific course-level objectives These objectives are aligned with broader program goals and are articulated in measurable terms, often focusing on competencies or performance outcomes For guidance on developing these course objectives, refer to Appendix I.
Examples of broad versus specific wordings for course objectives:
Students in Fine Arts will gain a comprehensive understanding of the history, literature, and function of theatre, exploring works from diverse periods and cultures They will articulate the theoretical foundations of various dramatic genres, supported by examples from plays across different eras Specifically, in the senior dramatic literature course, students will demonstrate their ability to explain these theoretical bases and provide illustrative examples from a range of dramatic works.
Students will engage in philosophical discourse by discussing fundamental questions and developing relevant examples They will also articulate the significance of these questions through the application of appropriate analytical frameworks, enhancing their understanding of philosophical concepts.
General education fosters interdisciplinary thinking, enabling students to approach problems from various perspectives When faced with challenges in their specific fields, students can leverage theories, principles, and knowledge from diverse disciplines to devise effective solutions.
Students will gain a comprehensive understanding of effectively utilizing technology in a business context Specifically, they will learn to proficiently use word processing, spreadsheets, databases, and presentation graphics to prepare their final research projects and reports.
5 Psychology a Broad: Students will understand the historically important systems of psychology. b More specific: Students will understand the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology. c Even more specific: Students will be able to recognize and articulate the foundational assumptions, central ideas, and dominant criticisms of the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology. http://assessment.uconn.edu/docs/HowToWriteObjectivesOutcomes.pdf
Educational opportunities include essential components of coursework, such as instructional methods, assignments, and academic support Key elements that can significantly enhance and support student learning are varied and impactful.
• Syllabi that include explicitly stated course objectives (see Appendix B)
• Written, detailed guidelines for assignments (including purpose, audience, format, citation style, resources to be used, assessment criteria, etc.) (see Appendix C)
• Explicit criteria, shared with students, that define successful performance on assignments (rubrics) (see Appendix D)
• Class discussion of examples that illustrate poor, proficient, and superior performance on assignments (i.e., use of “model” or “illustrative” papers)
• Sequencing assignments (e.g., mini-assignments that build to a larger assignment, such as a final paper) (see Appendix C)
• Students’ submission and revision of multiple drafts of papers
• Conferences with students to discuss their papers
• Informal in-class writing (e.g., one-minute papers, learning logs, etc.)
• Use of an editing checklist for students to review their work (self-editing and/or peer review (see Appendix K for sample peer review guiding questions)
To enhance student achievement of learning objectives and departmental goals, it is essential to implement additional educational opportunities alongside the established course-related best practices.
• Sequencing courses so that skills are introduced from basic to intermediate to advanced
• Reinforcement of skills and knowledge across courses (not “once and done”)
• Availability of faculty after class and during office hours
Step 3: Choose Measures and Methods to Assess Student Learning
Measures
Departments need to identify assessment measures that effectively evaluate student learning goals, providing evidence of whether students are meeting expectations Evidence can be categorized as either direct or indirect; while both types are valuable, best practices and Middle States accreditation require the collection of direct evidence Direct measures assess what students have learned through specific tasks, such as papers, exams, and performances In contrast, indirect measures offer a general indication of student learning, which may not align directly with departmental goals, such as graduate school admissions or standardized exam performance Indirect methods also include student feedback on their learning experiences through surveys, exit interviews, and focus groups For a comprehensive overview, refer to Appendix F for a list of direct and indirect measures of student learning.
Many educational programs choose a culminating project or capstone experience as a direct measure of student learning, as it effectively demonstrates mastery of key program goals This approach provides a convenient and comprehensive assessment for majors, ensuring that students showcase their understanding and skills acquired throughout their studies.
An effective alternative to a single capstone assessment is the implementation of multiple smaller evaluations, such as shorter papers or exams, each targeting specific learning objectives Combining these methods can also be beneficial It is essential that any chosen assessment method is sufficiently detailed to demonstrate clear alignment with the established learning goals, often necessitating a comprehensive scoring guide like a rubric or exam blueprint While many faculty members utilize scoring criteria, these are not always explicitly articulated Moreover, faculty within the same department often share implicit assessment criteria for evaluating student performance on assignments For further insights on rubrics, refer to Appendix D, and for a sample exam blueprint, see Appendix J.
Methods
To effectively measure student learning, institutions can utilize course-embedded assessments, such as final exams or papers, or opt for add-on evaluations like exit exams or external projects Middle States requires that evidence of student achievement aligns with the program's goals, necessitating data collection across all majors or a representative sample, rather than focusing solely on a select group, such as honors students Various methods for gathering assessment data are outlined in the article and detailed in Appendix G.
•All majors participate in a senior seminar which includes a course-embedded assessment (e.g substantial research paper assessed using a rubric)
In their final semester, all students, including juniors, participate in an advanced departmental course, where they complete a specific assignment However, only graduating seniors are evaluated on their performance in this course.
Students must complete at least one advanced departmental course designated as either “W” (writing) or “C” (culminating) as part of their major requirements These courses involve direct assessment of learning outcomes through rubrics or other detailed evaluation methods.
All students across various majors participate in a series of advanced core courses, each designed to meet specific learning objectives such as statistics, theory, and writing To ensure comprehensive assessment, each course employs distinct methods to directly measure student learning outcomes, effectively addressing all educational goals.
Majors undergo a licensing exam using an add-on method, providing the department with detailed feedback on each item or section This feedback is aligned with departmental goals, enabling the identification of overall student strengths and weaknesses Consequently, the department can enhance educational opportunities, including curriculum development, instructional strategies, and academic support services.
•All majors are required to pass an exit exam which is comprised of items that are aligned with the program’s major learning goals (add-on method).
Step 4: Use Results and Review Assessment Activities
Direct (Clear and Compelling) Evidence of What Students Are Learning
•Ratings of student skills by field experience supervisors
•Scores and pass rates on appropriate licensure/ certification exams (e.g., Praxis, NLN) or other published tests (e.g., Major Field Tests) that assess key learning outcomes
•“Capstone” experiences such as research projects, presentations, theses, dissertations, oral defenses, exhibitions, or performances, scored using a rubric
•Other written work, performances, or presentations, scored using a rubric
Scores from locally designed multiple-choice and essay tests, including final exams in essential courses, qualifying exams, and comprehensive assessments, are supported by detailed test blueprints that outline the specific competencies being evaluated.
•Score gains between entry and exit on published or local tests or writing samples
•Employer ratings of employee skills
•Observations of student behavior (e.g., presentations, group discussions), undertaken systematically and with notes recorded systematically
•Summaries/analyses of electronic discussion threads
•Feedback from computer simulated tasks (e.g., information on patterns of actions, decisions, branches)
•Student reflections on their values, attitudes and beliefs, if developing those are intended outcomes of the course or program
Indirect Evidence of Student Learning
(Signs that Students Are Probably Learning, But Exactly What or How Much They Are Learning is Less Clear)
•Assignment grades, if not accompanied by a rubric or scoring guide
•For four-year programs, admission rates into graduate programs and graduation rates from those programs
•For two-year programs, admission rates into four-year institutions and graduation rates from those institutions
•Quality/reputation of graduate and four-year programs into which alumni are accepted
•Placement rates of graduates into appropriate career
•Alumni perceptions of their career responsibilities and satisfaction
•Student ratings of their knowledge and skills and reflections on what they have learned in the course or program
•Questions on end-of-course student evaluation forms that ask about the course rather than the instructor
•Student/alumni satisfaction with their learning, collected through surveys, exit interviews, or focus groups
•Voluntary gifts from alumni and employers
•Student participation rates in faculty research, publications and conference presentations
•Honors, awards, and scholarships earned by students and alumni
Evidence of Learning Processes that Promote Student Learning
(Insights into Why Students Are or Aren’t Learning)
•Transcripts, catalog descriptions, and course syllabi, analyzed for evidence of course or program coherence, opportunities for active and collaborative learning, etc.
•Logs maintained by students documenting time spent on course work, interactions with faculty and other students, nature and frequency of library use, etc.
•Interviews and focus groups with students, asking why they achieve some learning goals well and others less well
•Many of Angelo and Cross’s Classroom Assessment Techniques
•Counts of out-of-class interactions between faculty and students
•Counts of programs that disseminate the program’s major learning goals to all students in the program
•Counts of courses whose syllabi list the course’s major learning goals
•Documentation of the match between course/program objectives and assessments
•Counts of courses whose final grades are based at least in part on assessments of thinking skills as well as basic understanding
•Ratio of performance assessments to paper-and-pencil tests
•Proportions of class time spent in active learning
•Counts of courses with collaborative learning opportunities
•Counts of courses taught using culturally responsive teaching techniques
•Counts of courses with service learning opportunities, or counts of student hours spent in service learning activities
•Library activity in the program’s discipline(s) (e.g., number of books checked out; number of online database searches conducted; number of online journal articles accessed)
•Counts of student majors participating in relevant cocurricular activities (e.g., the percent of Biology majors participating in the Biology Club)
Encouraging voluntary student attendance at disciplinary seminars, conferences, and relevant intellectual or cultural events significantly enhances their learning experience Participation in these activities fosters a deeper understanding of course material and promotes engagement with the academic community By integrating such events into their educational journey, students can broaden their perspectives and develop critical thinking skills essential for their academic and professional growth.
Appendix G: Range of NYU Assessment Activities
Below are samples of direct and indirect assessment and monitoring approaches that are used in various NYU academic departments
Direct Assessments (Student Performance Linked to Departmental Learning Goals)
All students majoring in life sciences are required to complete at least one advanced laboratory course, which can be chosen from the At the Bench series or through Independent Study Successfully finishing these courses necessitates the application of essential skills, knowledge, and competencies that are fundamental to biology majors.
The At the Bench courses focus on reading and writing scientific papers, which are essential for developing critical analytical thinking skills Selected articles complement laboratory exercises and inspire new experimental ideas, offering vital training for students to craft their own projects with attention to detail Emphasizing project-based learning, students are required to prepare proposals that undergo evaluation.
The study aims to explore specific hypotheses through a well-structured experimental protocol, which includes essential controls and a defined method for data analysis Upon completion of their experiments, students are required to deliver both oral and written reports that showcase their understanding of fundamental biological principles, methods, and skills pertinent to their major Evaluation of student progress occurs at every stage of project development, and students are encouraged to seek assistance from the College of Arts and Science Writing Center as needed.
The Economics Department will implement a required exit exam for graduating seniors in their final semester to evaluate student learning outcomes This exam will align with the departmental student learning goals and will be developed from a rotating exam bank created by faculty To ensure consistency across years, a test blueprint will be utilized to correlate exam items with departmental objectives The assessment will identify strengths and weaknesses in student performance, with a pilot exam scheduled for Fall 2010 and full implementation starting in Spring 2011 A report detailing the pilot assessment will be submitted, and any necessary adjustments to the assessment process will be made A comprehensive assessment report, including performance results by goal, will be provided in Spring 2011.
Capstone Seminar Research Paper and Presentation
In their senior year, all majors are required to participate in a topics seminar that serves as a capstone experience, limited to twelve students and focused on original research and analysis Students will deliver in-class presentations and complete a long research paper instead of a traditional term paper and final exam Grading criteria for seminar papers include the presentation of evidence through close reading or relevant historical/cultural research, the depth and quality of research and analysis, the project's scope, the originality of the argument, and the elegance of writing, encompassing organization, grammar, and mechanics Faculty will review senior seminar performances to evaluate student preparedness and success in research, while the work of honors students will be shared with the departmental director to inform honors program admissions decisions.
Intermediate Proficiency Exam and Advanced Level Paper
The department evaluates student learning through two essential assessments for majors: an intermediate proficiency examination and advanced coursework To continue in the major, students must pass a department-wide exam demonstrating mastery of the intermediate German learning objectives Additionally, all majors are required to complete at least two advanced German courses, culminating in a substantial paper at the end of the semester, alongside shorter assignments Starting in Spring 2012, each major's performance will be assessed on at least one of these papers, using a rubric aligned with the department's learning goals.
Faculty primarily utilize quizzes, exams, written assignments, and oral participation to evaluate student comprehension of course materials and their development of historical research and analytical skills This assessment aligns with departmental goals and allows faculty to gauge students' abilities to articulate their interpretations of history both orally and in writing Overall student learning and performance are measured against the specific objectives established for each class.
In their senior year, all majors are required to participate in an advanced seminar that serves as a capstone experience, limited to fewer than 20 students to foster original research and analysis Each student undertakes a research project and delivers an oral presentation, while peers and the professor provide constructive critiques and insights At the semester's end, students submit a final paper, which is graded based on quality and class participation, following explicit criteria aligned with Departmental goals Faculty meetings review these assessments to discuss the overall strengths and weaknesses of the majors.
Honors Thesis (required of all majors)
In the senior year, international relations majors undertake a two-semester capstone experience, beginning with the Senior Seminar in the fall, where they acquire essential skills for crafting a high-quality thesis This course, exclusively offered in the fall, teaches students to formulate explanations for international events, create testable hypotheses, and design effective research methodologies In the spring, students focus on writing their theses, meeting weekly with their seminar instructor to refine drafts, enhance their paper's motivation, and resolve technical issues while ensuring a coherent structure Additionally, students prepare for a capstone research conference by delivering trial presentations, receiving guidance to improve their presentation skills Ultimately, they present their completed theses to peers and faculty, with a designated faculty member providing feedback and critique on each paper.
Students’ work on the honors thesis is evaluated on the basis of the following criteria:
1) The student presents a clear, coherent, original, noteworthy thesis Evidence supporting the thesis/argument is thorough, relevant, and clearly presented The argument demonstrates a thorough understanding of the elements/ assumptions/ concepts of the chosen topic.
2) The student discusses all main counter-arguments The discussion of counter-arguments is clear and demonstrates depth of understanding of the key elements of the counter- arguments in relation to the student’s argument.
3) The methods used are appropriate for the thesis/topic and are thoroughly explained and justified The student’s application of research methods (analysis) is appropriate and demonstrates an understanding of the concepts, assumptions, and limitations of the chosen method.
4) Conclusions are clear and reasonable (based on research findings) Conclusions are discussed with regard to how they relate to dominant arguments.
In the Advanced Reporting course, all majors must complete a semester-long capstone project, which consists of a 3,000-5,000-word article or a 7-10 minute broadcast piece centered on a significant theme in investigative, narrative, or explanatory journalism This project demands advanced writing, research, and interviewing skills, and students are required to showcase it in their electronic portfolios Additionally, an oral presentation is mandated, coordinated by each professor For those in the television version of the course, proficiency in television equipment and software is essential Student performance on the capstone project is evaluated using a grading rubric that emphasizes news judgment, reporting, grammar, and writing or production style, facilitating performance comparisons across different sections and academic years.
Students can earn academic credit through approved internships facilitated by our career services office During the internship, participants are required to submit two reports—one consisting of 1,000 words and another of 400 words—detailing their job site activities Additionally, the student's supervisor must complete an evaluation form, which is submitted to the internship office At the end of the semester, students receive a letter grade for their performance To be eligible for an internship, students typically need to have completed certain journalism coursework A significant number of undergraduate students pursue internships, with 72 participating in Spring 2008 and 74 in Fall 2008.
2007 (Typically 180-200 undergraduate students graduate each year.)
Questions for Brainstorming Objectives and Outcomes
http://wac.colostate.edu/llad/v6n1/carter.pdf
• Imagine an ideal graduate from your program What kinds of skills, knowledge, or other attributes characterize that graduate?
• What is it that attracts students to this program?
• What value does this program offer a student?
• How do you know whether your students possess the kinds of abilities, knowledge, skills, and attributes you expect of them?
• What kinds of assignments or other activities do people in this program use to encourage the kinds of abilities, knowledge, and skills you have identified?
• What is it that distinguishes this program from related programs in the university?
• Is there anything about your program that makes it stand out from other similar programs?
• What kinds of research methodologies are people in this field [program] expected to perform?
• Oftentimes, disciplines [programs] are defined by ways of thinking What does it mean to think like a person in this discipline [program]?
• What kinds of jobs do students in this field generally take?
• What kinds of skills are appropriate to jobs in this field?
• How do you know whether students possess those skills?
• What advantages does a student in this program have on the job?
• What sorts of speaking and writing do professionals in this field do on the job?
• What sorts of speaking and writing do students do in their classes?
• Are there any particular types of communication that people this field [program] are expected to master?
Drafting objectives and outcomes is a crucial yet challenging step for program faculty to ensure alignment with their program's values and goals To achieve this, it is essential to first type and print the notes from discussions while the details are still fresh, allowing for elaboration on any sketchy areas Faculty should then read the notes multiple times to identify overarching themes and repeated ideas, focusing on key concepts that resonate with the group After marking the important themes, a list should be created, narrowing down to the most significant points Next, the notes should be rearranged into a thematic outline, categorizing subordinate ideas under each main theme for clarity Finally, formal objectives can be drafted using a heuristic sentence opener, such as, "Graduates of the " to articulate the intended outcomes effectively.
The Department of X should be able to demonstrate that they can effectively equip students with essential skills Specifically, graduates should be able to demonstrate that they can analyze complex problems, critique various perspectives, and describe methodologies relevant to their field By focusing on these concrete actions, the department ensures that students are prepared to engage critically and thoughtfully in their professional endeavors.
Departmental Goals Student Learning Outcomes (based on course objectives): Calculus I Exam
Students will develop understanding of foundational concepts in calculus
6. integrals of functions of one real variable
Appendix K: Sample Guiding Questions for Peer Review
Review Questions: Please answer thoroughly and write clearly
1 Identify the program goals/ objectives Are they clear and realistic? Are they appropriate given the program activities?
2 List the concepts/ variables that are being evaluated (e.g., for example, one of the KASA-B variety) and note the author’s operational definition of each variable.
3 Are the research questions SMART? If not, what is lacking? Is there a counterfactual for each research question?
4 Identify the measure proposed by the author for each variable Is the scale appropriate for each?
5 Is the alternative proposed measure appropriate?
6 Does the author clearly describe how s/he will assess reliability and validity of one of the measures? If not, what is missing? List the strategies that the author proposes.
The problem has not been thoroughly described, as key details are missing from the initial discussion To enhance the clarity and depth of the issue, the author should expand on specific examples and provide additional context Based on the content of the memo, there is a compelling need for further exploration and understanding of the problem at hand.
Based on the provided description, do you have a clear understanding of the program? Please specify and summarize your insights here or take notes from the author's paper Additionally, jot down any questions you may have regarding the components or functionality of the program.
9 Does the author clearly state the implicit and explicit assumptions on which the program theory is based?