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Assessment - Academic Programs
In order to ensure continuous progress of student learning and services, we need to engage in a systematic approach of assessment and timely use of assessment results for self improvement. A quality assessment plan possesses the following characteristics:
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Clear and explicitly stated outcomes
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Systematic use of different assessment methods--direct and indirect, qualitative and quantitative --to gather and analyze information to determine the extent to which outcomes are achieved
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Observable or measurable performance standards
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Regular evaluation of outcomes to determine the extent to which the they are met
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Timely use of assessment results to improve teaching, learning, research, service, and operations
The Process
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At the beginning of an assessment cycle, faculty of each degree program record learning and programs outcomes, assessment methods, criteria for success in the AIM (Assessment Information Management) system.
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At the end of the assessment cycle, faculty record assessment results and use of results to improve learning and services.
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All assessment plans are reviewed using a set of specific criteria.
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The review report is shared with the Deans and the Provost.
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AIM (Assessment Information Management) System
The AIM system is an online database designed to help faculty and staff record their assessment plans to document our efforts to evaluating desired outcomes for continuous improvement. The following is the link to AIM. Note: The username and password are the same as the ones for your computer.
Click here to access AIM (aim.uhcl.edu/AIM/)
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Assessment Calendar
Below are due dates for academic program assessment plans:
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Assessment Activity |
Oct 1, 2007 |
1. Close the Loop. All program areas complete the last two columns (“Assessment Results” and “Use of Results”) of the FY07 plans in AIM. This includes both learning outcomes and program outcomes assessment plans. Please note that the "Use of Results" must contain specific changes (planned or taken) to improve student learning and services.
2. Modify FY08 Plans. Based on assessment findings and other changes, program areas modify FY08 Plans as necessary. The plan should include both learning outcomes and program outcomes.
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Nov 1, 2007 |
Review Assessment Plans. OIE review all assessment plans for timely completion and issue a review report to Deans, Provost, and the President indicating the extent to which each plan meets the review criteria1.
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May 15, 2008
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Develop Assessment Plans. All program areas complete the first four columns of the FY09 plan template in AIM. This includes both learning outcomes and program outcomes assessments.
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June 15, 2008 |
Review Assessment Plans. OIE review all assessment plans for timely completion and issue a review report to Deans, Provost, and the President indicating the extent to which each plan meets the review criteria1.
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1a. Learning outcomes focus on knowledge, skills, and/or attitudes/disposition; b. Employ a variety of assessment methods; use direct assessment methods to evaluate student performance; c. Criteria for success include specific, identifiable, or measurable target performance; d. Assessment results include sufficient detail, analysis of results, and identify strengths and weaknesses of student performance; e. Use of results describes specific actions (planned or taken) to improve student learning. Note: Use of results is the most important component of the assessment cycle, please be thorough and specific in describing changes to improve student performance.
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Example Assessment Plans
A complete academic assessment plan consists of both learning outcomes and program outcomes. The following are examples plans from various degree programs.
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University Learning Outcomes Assessment
UHCL has identified seven university level learning outcomes for all students. The current focus is on three of the learning outcomes: Ethical Citizenship, Information Technology, and Global Perspective.
a. Critical Thinking - The mastery of higher order thinking skills including quantitative and qualifying analysis, synthesis, and evaluation of information, argumentation, problem solving, and creativity.
b. Communication - Effective written and oral expression including the use of such media as audio, video, text, and graphics.
c. Information Technology - The application of information technology to search for, access, retrieve, organize, interpret, and transfer information.
d. Interpersonal Competence - The capacity to understand many points of view and to work responsibly with others in a variety of settings.
e. Ethical Citizenship - The ability to make ethical decisions in person and professional societal contexts
f. Global Perspective - The capability to demonstrate awareness of local and global diversity, within the students chosen discipline, the international economy, and the interrelated worldwide environment.
g. Self-directed Learning - The ability to identify, assess, revise, and monitor learning to achieve personal and professional goals.
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In Fall 2005, three university outcomes tests were piloted. The tests are information technology, global knowledge, and ethical reasoning tests developed by Karen Wieholski, Executive Director for the Neumann Library, Dr. Robert Bartsch, and Dr. Keith Roberts respectively. Click on the following link to view the test results:
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Core Competency Assessment
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All new undergraduate studnets entering UHCL are required to take the abbreviated Measure of Academic Proficiency and Progress (MAPP) test during their first long semesters (fall, spring). The MAPP test is designed by ETS to be a measure of college-level reading, mathematics, writing, and critical thinking in the context of the humanities, social sciences, and natural sciences. It focuses on academic skills rather than knowledge acquired through general education courses. The test results provide UHCL about how prepared the students are upon entering the university. Detailed description and scoring methods of the MAPP test can be found in the MAPP User's Guide. Readers can compare UHCL student performance with the juniors (61-90 semester hours) of other Master's (Comprehensive) Colleges and Universities. The following are test scores from various cohorts:
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