Assessment and NEASC Update Marianne Fallon (Psychological Science) on behalf of University Assessment April 15, 2013.

Assessment and NEASC Update

Marianne Fallon (Psychological Science) on behalf of University Assessment

April 15, 2013

Improves student learning

Saves time &

resources

NEASC & discipline

specific accreditation

Why is progress on assessment so important?

Good assessment

Curricular/ programmatic

changes

Academic Year Reported on: 2008-09 2009-10 2010-11 2011-12

Number of Programs 94 94 94 93

Number of Programs in Compliance with Assessment Policies 80 85 84 88

% Compliance 85% 90% 89% 95%

How far we have come. . .

Developed (2.5 - 3.0)

Developing (1.5 - 2.49)

Not Yet Developed (1.0 - 1.49)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

14%

57%

29%

17%

83%

0%

40%

60%

0%

Summary Ratings of Reviewed Assessment Reports (2010-11 through 2012-13)

2010-11

2011-12

2012-13*

Summary Rating

Perc

ent o

f Pro

gram

s

N = 8

* Programs reviewed as of Feb. 20, 2013

N = 4N = 4

N = 8

N = 12

N = 19

N = 16

Learning Outcomes Findings Analysis Use of Results General Education1.00

1.25

1.50

1.75

2.00

2.25

2.50

2.75

3.00Overall Assessment Scores

2010-112011-122012-13

Year Assessment Report Reviewed

Ave

rage

Sco

re

+ 0.1

+ 0.4+ 0.4

+ 0.3

- 0.2

Change since 2010-11

Most Valuable Players

• Learning Outcomes– English

1. Students will closely read such literary genres as poetry, prose fiction, and drama in order to interpret them not only in terms of content, but also in terms of literary style. [READING]

2. Students will develop a substantive claim about works of literature. [THESIS]

3. Students will support a substantive claim about works of literature using literary-critical techniques. [ARGUMENT]

4. Students will quote primary sources effectively in support of a critical argument. [QUOTES]

5. Students will situate works of literature in terms of the cultural, literary, historical, and/or biographical context in which they were produced. [CONTEXT]

6. Students will, when appropriate, effectively analyze and integrate secondary source material into their own arguments. [SECONDARY MATERIAL]

Most Valuable Players

• Learning Outcomes– English

• Findings– Mechanical Engineering

Most Valuable Players

• Learning Outcomes– English

• Findings– Mechanical Engineering

• Analysis– Educational Leadership

• Strengths and weaknesses• Trends over time

Most Valuable Players

• Learning Outcomes– English

• Findings– Mechanical Engineering

• Analysis– Educational Leadership

• Use of Results– Criminology

The two main areas with room for improvement are: effective communication in written form, and interpretation and application of scientific knowledge. In regard to the application of scientific knowledge, we have one course that specifically focuses on these skills, Research Methods in Criminology. However, students clearly need multiple opportunities to practice these skills and to obtain and learn from faculty feedback. Thus, we are considering making the Research Methods course a 4-credit class to allow faculty and students to work more closely to develop the skills necessary to interpret and apply scientific knowledge.

Corrective course of action

Identifies specific area of concern

+

=NEASC

requirement MET!

Most Valuable Players

• Learning Outcomes– English

• Findings– Mechanical Engineering

• Analysis– Educational Leadership

• Use of Results– Criminology

• General Education– Earth Science

Specific Gen Ed outcomes relevant to

discipline

Existing assignments measuring those outcomes

Most Valuable Players

• Learning Outcomes– English

• Findings– Mechanical Engineering

• Analysis– Educational Leadership

• Use of Results– Criminology

• General Education– Earth Science

• Assessment Plan– Art

Most Improved Players

• History• Theatre• Chemistry• Social Work

Thank you,

and keep up the great work!