January 22, 2016
A Workshop for Department Chairs, Program Directors, and Others

Middle
States
We do annual assessment each year in order to meet the accreditation standards set forth by the Middle States Commission on Higher
Education (MSCHE).
The assessment process at Rutgers is organized at the University level for all academic unist by the Executive Council on Assessment (ECA).
The ECA ensures compliance with standards set by MSCHE.
Nursing CCAS
Graduate
ECA
Business
Undergrad
Reporting
Unit
Reporting
Unit
Law

According to Barbara Walvoord: “ Assessment is the
“systematic collection of information, using the time, knowledge, expertise, and resources available, about student learning to inform decisions that affect student learning.” (Assessment Clear and
Simple, 2010)

Before you can submit an assessment report, you’ll need a current assessment plan.

An assessment plan is comprised of five parts:
1. Learning Goals
2. Methods
3. Standards, Benchmarks, and
Tools
4. Timetable
5. “Closing the Feedback Loop”

Learning goals must be measurable, manageable, meaningful.
student-centered. grounded in continuous improvement. comprised of three categories: knowledge, skills, and habits of mind.
Learning goals must also be publically accessible online.
on all course syllabi (which should also be publically accessible online).

Learning goals are also hierarchically aligned.
Rutgers
College
Reporting Unit
Course

Sample Learning Goals : Biochemistry and Molecular Biology
Upon completion of the major, we intend that a BCMB student will...
1. Possess a broad and fundamental understanding of biology and chemistry with particular focus on how molecules found in biological systems confer the properties of living organisms.
2. Be able to perform the common methods and use the tools of the field including laboratory and computational techniques.
3. Have the ability to conduct independent scientific investigation and scientific inquiry.
4. Be able to locate, evaluate, and communicate scientific information effectively both by written and oral presentation.

The two basic methods of assessment are
Direct assessment , meaning they look at actual student work
(papers, tests, portfolios, presentations, licensure exams, etc.) and
Indirect assessment , meaning they look at anything that is not direct
(surveys, exit interviews, placement rates, etc.).
Both direct and indirect methods and tools are detailed in terms of reporting unit, not course level.

Standards and benchmarks measure to see if learning goals are being met appropriately.
do not always appear in assessment plans.
Standards show the level in which students are meeting or exceeding expectations.
Benchmarks quantify the standards:
80% of students exceeded our expectations on the final exam = standard.
We expect 85% of students to do well on the final exam = benchmark.

A rubric is helpful tool to apply the standards.
Fails to meet expectations
Meets expectations Exceeds expectations
The work is well organized
The work uses appropriate analytic techniques.
The work shows clear understanding of basic concepts.
The application of basic concepts is sensible and reasonable.

Your timetable should be cyclical, assessing all learning goals every 2-4 years, instead of trying to address them all at once.
Learning goals 1 and 2
Learning goals 3 and 4
Learning goal 5
You are required to do at least one form of direct assessment each year.
Learning goals 1 and 2

“Closing the feedback loop” means acting on the results of your assessment to foster improvement.
It involves looking at your data in relation to your learning goals. Ask yourself: to what degree do we meet these goals? identifying and stating ways to address the gaps. looking at new data to see if you have addressed the problem. If you identified a problem in 2012 and made a plan to fix it, have you analyzed the outcomes in 2015? If not, you still have not “ closed the loop .”
Example: We noticed last year that students were not performing well on their final papers, so we implemented a two draft policy to check their progress before they turned in their final drafts. Students did better overall after turning in two drafts.

Assessment is a shared responsibility. As such, each reporting unit must establish an assessment committee to ensure that all yearly requirements of assessment are met.

All reporting units are required to have a current assessment plan submitted to TMAC by February 15 th .
Keep in mind that all assessment plans should be periodically revised.
At the end of spring semester, you’ll submit your assessment report.

th
That’s correct.
The assessment report is what gets submitted to TMAC by the end of the year. This gets compiled into a larger CCAS report, which then gets sent up the hierarchy chain all the way until it gets to MSCHE.

The assessment report is actually quite simple. It’s a standardized form that you fill out based on your assessment plan , your analysis of the plan, and your actions to close the feedback loop .
And don’t worry, TMAC is here and happy to help you if you’re stuck or if you just want some feedback on your plan, report, or both!

So let me get this straight…
Each year I have to
A. Form an assessment committee
B. Create or revise a current assessment plan
C. Ensure we are analyzing and acting on the plan
D. Submit that plan by Feb 15th
F. Report our findings each year in spring and that’s it?
That’s it!
Except it’ll actually be your assessment committee that shares the responsibility of letters B-F!