Assessing Program Educational Goals

Just as faculty at the university have the authority to determine the educational goals of each degree program, faculty also have the responsibility to determine the effectiveness of their program(s). For this assessment to be effective, it must be done systematically and all faculty in the program must be involved in evaluating the results.

 

Collection of program learning assessment information

In the writing of our 2021 Middle States Self-Study, we realized that program educational goals and assessments are not being systematically documented across the university. The Task Force on Learning Goals & Assessment recommended that assessment plans and results be collected from programs each year. The process should be straight-forward and not impose rigid requirements on how the assessments are carried out; they must remain true to the nature of the program and the kinds of evidence that are acceptable to and valued by faculty in the program.

Degree-granting programs will be required to submit brief descriptions of their assessment plans and results each fall beginning in 2023 after program educational goals have been collected from each program. As recommended by the task force, this report will be relatively brief; it will describe at least one program educational goal, how it was assessed, the assessment results, a brief discussion of any program or course modifications to be made in response to the results, and an outline of any support/resources needed to make necessary alignments. The report will be provided to chairs/directors and their deans in the spring with the intent that they will form part of the basis for the collegial discussions that occur during the appraisal of each chair/director.

Support for revising or developing program learning assessment plans in advance of the fall 2023 collection process

  • CTAL-guided support:
    • Fall 2022 series: Friday, September 23, at 3:00; Friday, October 21, at 3:00; Friday, November 18, at 3:00
    • Winter Institute on Learning: Online on Tuesday, January 24, and Wednesday, January 25 or in-person on Friday, January 27
    • Spring 2023 series: Friday, February 24, at 3:00; Friday, March 24, at 3:00; Friday, April 21, at 3:00
  • Online self-guided modules

FAQs

Frequently asked questions about the collection process of program-level assessment plans

UD Examples

Examples of exemplary UD program assessment plans

Coming Soon

Non-UD Examples

Collection of discipline-specific examples of program-level assessment plans and literature on creating those plans

Characteristics of good program learning assessment plans

Evaluation of the extent of student achievement

Assignments that faculty grade should provide students and faculty with evidence of student learning and not be rote, administrative activities unrelated to learning. This can occur in all kinds of activities that are part of the program, in and out of class, e.g., courses, field experiences.

Collaboration between faculty

Assessments of and within programs are the responsibility of all faculty in the program, not the sole responsibility of a small number of faculty members or one individual. Of course, significant portions can and often must be organized and carried out by small groups or individual faculty members e.g., assignments in specific classes, analyses of assessment results conducted by an assessment or curriculum committee. But all faculty must regularly and systematically analyze the learning – or lack thereof – that is occurring in their program.

Alignment between assessments and goals

The assessments that occur in the program must be clearly aligned with the educational goals of the program, including those that are imposed from outside of the program e.g., General Education goals, goals required by program accreditation. Of course, this is most easily accomplished if faculty ensure that courses have clear goals that are themselves aligned with program goals and assessments are clearly aligned with those course goals.

Systematic use of data

Data collected assessments and used to provide feedback about the effectiveness of a program are only useful if faculty routinely analyze those data. This does not have to be complicated; a standing item on regular faculty meetings devoted to discussing the results of one assignment in one course can ensure that many faculty understand student learning in the program and lead to consideration of changes in the program, if necessary.

Support

Faculty and staff are welcome to request support from CTAL to develop or revise program educational goals. These consultations may include briefings at faculty meetings, guided workshops, reviews of drafts, assistance in identifying examples and disciplinary resources, or other interactions and support services. In the 2022-2023 academic year, we will offer guided support series in the fall and spring semesters in addition to the Winter Institute on Learning in January. Self-guided modules are also available.

Resources

There are many resources that provide clear and helpful advice and examples of program-level assessment. Some of the best that are freely available include: