Fall-2011 Program Assessment Survey

Program Assessment is simply the process whereby we take a reflective look at our program, our graduates and ourselves. Program Assessment is already an important an ongoing part of many programs. The goal here is to quickly collect a 'snapshot' of program assessment. The survey analysis will give a view of assessment activities, this survey does not constitute an assessment plan. The survey was developed from the HLC Fundamental Questions.

We recommend that the survey be completed a small group exercise, for example: conducted by members of the school assessment committee. Estimated time of completion: first use 20 min, subsequent use 10 min.

1. Please identify the program being reviewed:
(the drop-box contains the code, degree, program name - sorted by name)

Please identify the program being reviewed: (the drop-box contains the code, degree, program name - sorted by name)

Other (please specify)

2. What was the approximate date of:

	Approval of program outcomes:	This review:
Fall 2011	*What was the approximate date of: Fall 2011 Approval of program outcomes:	Fall 2011 This review:
Spring/Summer 2011	Spring/Summer 2011 Approval of program outcomes:	Spring/Summer 2011 This review:
Fall 2010	Fall 2010 Approval of program outcomes:	Fall 2010 This review:
Spring/Summer 2010	Spring/Summer 2010 Approval of program outcomes:	Spring/Summer 2010 This review:
Fall 2009	Fall 2009 Approval of program outcomes:	Fall 2009 This review:
Spring/Summer 2009	Spring/Summer 2009 Approval of program outcomes:	Spring/Summer 2009 This review:
Fall 2008	Fall 2008 Approval of program outcomes:	Fall 2008 This review:
Spring/Summer 2008	Spring/Summer 2008 Approval of program outcomes:	Spring/Summer 2008 This review:
Fall 2007	Fall 2007 Approval of program outcomes:	Fall 2007 This review:
Spring/Summer 2006	Spring/Summer 2006 Approval of program outcomes:	Spring/Summer 2006 This review:
Fall 2005	Fall 2005 Approval of program outcomes:	Fall 2005 This review:
Prior to Fall 2005	Prior to Fall 2005 Approval of program outcomes:	Prior to Fall 2005 This review:

3. Program Outcomes should be appropriate to your mission, programs, degrees students and other stakeholders. How would you characterize the outcomes listed for this program:

Program Outcomes should be appropriate to your mission, programs, degrees students and other stakeholders. How would you characterize the outcomes listed for this program: (4) Multiple, robust and measurable program outcomes defined at an appropriate level for the degree (e.g. evaluate and synthesize stressed more in upper division courses, identifiable connection between outcomes and measures used to evaluate program)

(3) Multiple program outcomes include measurable and other less measurable outcomes, most developed at an appropriate level (e.g. frequent use of understand or appreciate as less directly measurable terms, are also lower in cognitive level than appraise, create or evaluate)

(2) Program outcomes listed, some may be measurable, some at lower levels compared to the program level (e.g. use of know or understand which may be harder to measure, lower terms of remembering and understanding used in upper division courses)

(1) Only one or two program outcomes, these are vague and/or unmeasurable, tend to be stated at low levels (e.g. more emphasis on know rather than to evaluate, to define rather than defend)

(0) Program outcomes not stated or not related to mission program or degree

4. To what extent does each course in the program contribute to program outcomes? How are course outcomes aligned with program outcomes?

To what extent does each course in the program contribute to program outcomes? How are course outcomes aligned with program outcomes? (4) A curriculum map (a matrix-like tool or spreadsheet) associates all program outcomes to the course(s) required in the program. Analysis includes the extent each course contributes (e.g. course B introduces topic, course D extends and reinforces topic). Departmental review of the mapping has been used to formulate curriculum or scope/sequence changes

(3) A curriculum map or other document identifies program outcomes by course, analysis may include levels of contribution (e.g. lists a course for each outcome; or better yet identifies "advanced coverage of topic"). Departmental review of previous year is underway.

(2) A curriculum mapping has begun, preliminary draft or committee action ongoing.

(1) Departmental culture and history define the curriculum map, no formal documentation is available at this time.

5. What kinds of evidence do you collect and analyze to demonstrate that students in this program have achieved your stated Program Outcomes? For example, a scoring rubric where faculty evaluate the presentation of the senior research at a seminar against predetermined and published standards

What kinds of evidence do you collect and analyze to demonstrate that students in this program have achieved your stated Program Outcomes? For example, a scoring rubric where faculty evaluate the presentation of the senior research at a seminar against predetermined and published standards Grade point requirement for graduation

Senior Projects/Research

Presentations

Service Learning requirements

Practicum/Internship

Survey of Graduates

Survey of Employers

Survey of Graduate School Advisors

Portfolios

Other (please specify)

6. Give a specific example of where you have analyzed and used the evidence of student learning collected for this program? For example, "presentation scoring rubrics are tabulated, compared to previous year's results, and information used to modify/refine poster requirements for next year's seminar", "poster quality improved using same rubric after clarifying assignment parameters", "poster data has been collected but not analyzed", or "no examples exist".

Give a specific example of where you have analyzed and used the evidence of student learning collected for this program? For example, "presentation scoring rubrics are tabulated, compared to previous year's results, and information used to modify/refine poster requirements for next year's seminar", "poster quality improved using same rubric after clarifying assignment parameters", "poster data has been collected but not analyzed", or "no examples exist". Example:

7. Give a specific example of where have you ensured shared responsibility for assessment of student learning related to this program? For example, "tabulated student presentation scores are distributed and discussed at the annual faculty meeting on assessment", "poster data has been collected but not shared", or "no examples exist".

Give a specific example of where have you ensured shared responsibility for assessment of student learning related to this program? For example, "tabulated student presentation scores are distributed and discussed at the annual faculty meeting on assessment", "poster data has been collected but not shared", or "no examples exist". Example

8. Give a specific example of how have you evaluated and improved the methods you use to assess and improve student learning for this program? For example, "a longitudinal study of presentation scores suggested a new format for the rubric with fewer total items but which rewarded higher level skills", "the department approved a new survey for seniors", or "no examples exist"

Give a specific example of how have you evaluated and improved the methods you use to assess and improve student learning for this program? For example, "a longitudinal study of presentation scores suggested a new format for the rubric with fewer total items but which rewarded higher level skills", "the department approved a new survey for seniors", or "no examples exist" Example:

9. Give an example of how have you informed the public about what students learn in this program, and how well they learned it? For example, "program assessment data was presented at the spring advisory board meeting", or "no examples exist".

Give an example of how have you informed the public about what students learn in this program, and how well they learned it? For example, "program assessment data was presented at the spring advisory board meeting", or "no examples exist". Example:

10. OVERALL, considering the factors identified above, give your PROGRAM an Assessment Factor Score (from 0-4)

OVERALL, considering the factors identified above, give your PROGRAM an Assessment Factor Score (from 0-4) (4) Program assessment is integral and integrated into all activities. Faculty close the assessment loop by analyzing and using assessment data to improve student learning and inform stakeholders.

(3) Program assessment is healthy but still growing. Faculty have clear plans (e.g. a schedule of assessment activities) for closing the assessment loop, and had have begun collection and analyzing assessment the data already collected.

(2) Program assessment is just developing; course outcomes may not be aligned with program outcomes; course outcomes may not be consistently assessed or measurable; assessment planning in early stages; progress is evident.

(1) Program assessment activities need outside assistance and support. Training and workshops on course and program assessment would be helpful to advance the development of this program's assessment plan.

(0) No evidence of program assessment.

*

11. In a short paragraph, provide an example or illustration of 'closing the loop in assessment' related specifically to this program. This can expand on a previously stated example. These examples, taken as a snapshot of each program, will give a picture of the state of assessment at LSSU.

In a short paragraph, provide an example or illustration of 'closing the loop in assessment' related specifically to this program. This can expand on a previously stated example. These examples, taken as a snapshot of each program, will give a picture of the state of assessment at LSSU.

Fall-2011 Program Assessment
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Fall 2011 Program-level Assessment

Fall-2011 Program AssessmentExit this survey

Fall 2011 Program-level Assessment

Fall-2011 Program Assessment
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