Assessment
Assessment of student learning at 中国体彩网 中国体彩网
→ 中国体彩网 Assessment Handbook
Table of contents |
Student Learning Outcomes
中国体彩网 strives for student learning based on these college-wide Learning Outcomes.
Program-Level Assessment
The Assessment for Improvement Committee (AIC) supports academic and co-curricular departments/programs as they annually assess student learning on program-level and college-wide student learning outcomes.
Academic Programs: Annual Assessment Cycle
- Annual plan/report template (for 2024-25): submit to aic@augustana.edu
- Departmental Assessment Team Drive: all academic plans/reports are stored here (accessible to program chairs and assessment liaisons, email aic@augustana.edu for access)
Assessment plans are due the Spring prior to the academic year in which data will be collected, and reports are due the following Fall.
Assessment Cycle - Academic | ||||
|---|---|---|---|---|
| Year 0 | Year 1 | Year 2 | Year 3 | |
| Fall (week 12) | Submit Year 1 report | Submit Year 2 report | ||
| Fall-Spring | Collect and analyze Year 1 data | Collect and analyze Year 2 data Implement improvements based on Year 1 report | Collect and analyze Year 3 data Implement improvements based on Year 2 report | |
| Spring (week 12) | Submit Year 1 plan | Submit Year 2 plan | Submit Year 3 plan | Submit Year 4 plan |
Academic Programs: Resources
- Example plans/reports with comments from AIC
- How do I get started with program-level assessment?
- Guiding questions for designing your assessment plan
- Tips for more efficient and effective assessment: guidance from AIC
- Resources: creating PLOs, curriculum mapping, selecting an assessment strategy
Co-curricular Programs: Annual Assessment Cycle
- Annual plan/report template (for 2024-25): submit to aic@augustana.edu
- Example plans/reports
- Co-curricular Assessment Team Drive: all co-curricular plans/reports are stored here (accessible to program leaders, email aic@augustana.edu for access)
Assessment reports are due July 30 for the previous academic year, and should address the plan for the upcoming year in the final question on the assessment plan/report template.
Assessment Cycle - Co-curricular | |||
|---|---|---|---|
| Year 1 | Year 2 | Year 3 | |
| July 30 | Submit Plan for Report 1 (Questions 1-3) | Submit complete Report 1 with plan for Year 2 (Question 6) | Submit complete Report 2 with plan for Year 3 (Question 6) |
| Fall-Spring | Collect and analyze data for Report 1 | Implement improvements based on Report 1 and plan for Year 2 | Implement improvements based on Report 2 and plan for Year 3 |
Co-curricular Programs: Resources
- Co-curricular programs mapped to 中国体彩网 Student Learning Outcomes
- How do I get started with co-curricular assessment?
- Resources: selecting an assessment strategy, using data for improvement and communication
General Education Assessment
中国体彩网's faculty approved a plan to assess student learning in the General Education (Gen Ed) curriculum in the spring of 2019. As indicated in the plan, the six Learning Perspectives (PA, PH, PL, PN, PP, PS), three Skills Suffixes (D, G, Q), and Senior Inquiry (SI)-designated courses will be assessed on a 5-year cycle, starting with PH and D-designated courses in 2020-21. Review the assessment plan for details about expectations and timelines.
- PA assessment proposal form
- PH assessment proposal form
- PL assessment proposal form
- PN assessment proposal form
- PP assessment proposal form
- PS assessment proposal form
- D assessment proposal form
- Q assessment proposal form
- G assessment proposal form
- SI proposal form
- Example assessment reports drawn from the 2019-20 pilot can be found in the Gen Ed Moodle Site
Course-Level Assessment
Student Perceptions of Learning are collected using the IDEA Form.
- How to select objectives, interpret output, increase the quality of feedback, and improve teaching using IDEA data (AIC presentation for New Faculty Mentoring Circle).
- More guidance for using IDEA data: interpreting scores (pg 2.) from AIC
- How do the IDEA center objectives align with college-wide or program-level student learning outcomes? Here is an idea of how to start and a course level to college level template as well as a program level to college level template.
IDEA data should not be the only method for gathering evidence on teaching and learning. Direct evidence of student learning using artifacts of student work should also be used to provide evidence of student learning across course-, program-, and college-wide learning outcomes. Here are some tips and examples of in-course assessments (pg. 1).