Graduate Assessment of Student Learning Report
Assessment Studies [SAMPLE]
Report Year:
A.
Program Information
Department:
Program:
Contact Name:
Contact Email:
Program assessment website:
B.
Assessment Studies
Assessment Studies M.S. and Ph.D
Jane and John Doe
janedoe@ksu.edu, johndoe@ksu.edu
www.ksu.edu/assessment
Outcome Reporting
Student Learning Outcomes
Graduates of the Assessment Studies graduate degree programs at Kansas State University will:
Knowledge
Demonstrate thorough understanding and/or competency in a specific area of emphasis, study, or
profession.
Skills
Demonstrate the ability to apply knowledge through critical thinking, inquiry, analysis, and
communication to solve problems and to produce scholarly and creative works including but not
limited to design, art, performance, or original research in the form of thesis or dissertation.
Attitudes and Professional Conduct
Exhibit an awareness of their responsibilities (professional integrity, ethical behavior, ability to work
with diverse groups of peoples, etc.) and engage in professional conduct towards all constituent
groups, including students, faculty, public, etc.
Assessment Method(s) (link for sample rubrics)
(Direct Assessments)
1. Knowledge – students are assessed by their committee on their Thesis or Dissertation and
scored using a four-level rubric: did not meet expectations (deficient), developing (acceptable), met
expectations (proficient), exceeded expectations (exceptional).
2. Skills – students are assessed by their committee on their Thesis or Dissertation and scored using
a four-level rubric: did not meet expectations (deficient), developing (acceptable), met expectations
(proficient), exceeded expectations (exceptional). Items on the rubric include oral and written
communication skills.
3. Attitudes and Professional Conduct - students are assessed by their committee on their Thesis
or Dissertation and scored using a four-level rubric: did not meet expectations (deficient),
developing (acceptable), met expectations (proficient), exceeded expectations (exceptional). Items
on the rubric include disciplinary expectations in terms of citations and criticism.
(Indirect Assessment)
Students respond to an exit survey from the program self-assessing the quality of learning
pertaining to the learning outcomes following their defense using Qualtrics survey tool.
Summary of Data
PhD Direct (includes data from 2008-2015):
Outcome
Total
Did not
assessed
meet
minimum
Knowledge
10
0
Research Skills
10
0
Writing Skill
10
0
Oral Communication
10
0
Attitudes
10
0
Acceptable
Met
expectations
Exceeded
Expectations
1
0
2
1
1
4
6
4
3
2
6
4
4
7
8
PhD Indirect (includes data from 2008-2015): Student responses to the graduate exit survey on
“How well has the program prepared you for your career in each of the following areas?”
Outcome
Total
Not well
Somewhat
Very Well
assessed
well
Knowledge
8
1
4
3
Research Skills
8
0
4
4
Writing Skill
8
2
5
1
Oral Communication
8
3
3
2
Attitudes
8
0
3
5
Reflection
Our expectations were met for each of our five outcomes at the PhD level, although the data
provided information as to curricular improvements. Although students meet the expectations in
their final defense, it appears that students may desire more instruction in writing their research in
the scholarly format of a dissertation and additional experiences that prepare for the oral
examination.
MS Direct (includes data from 2008-2015):
Outcome
Total
Did not
assessed
meet
minimum
Knowledge
20
0
Research Skills
20
0
Writing Skill
20
0
Oral Communication
20
0
Attitudes
20
0
Acceptable
Met
expectations
Exceeded
Expectations
3
1
6
8
0
10
9
15
8
12
7
10
4
4
8
MS Indirect (includes data from 2008-2015): Student responses to the graduate exit survey on
“How well has the program prepared you for your career in each of the following areas?”
Outcome
Total
Not well
Somewhat
Very Well
assessed
well
Knowledge
18
1
8
9
Research Skills
18
0
8
10
Writing Skill
18
4
12
2
Oral Communication
18
6
11
1
Attitudes
18
0
6
12
Reflection
Our expectations were met for each of three of the outcomes at the MS level, but are not meeting
our goal in the writing and oral communication skills. Indirect assessment also suggest that students
identify a need for enhanced curricula in these two skill areas.
C.
Program Self Review
Faculty Review of Assessment Data
The committee met to discuss results and presented its findings to the larger faculty meeting.
Faculty discussed the areas in the curriculum where they provide students instruction and guidance
that can enhance skills in written and oral communication. Additional meetings on how to further
detail our rubric in order to expose potential areas of concern.
Program Improvements
We have begun the process of identifying outcome components to include on the rubric so each
graduate committee can provide more detailed feedback that can then be used to guide program
improvements. Faculty had added instructional components to several courses to enhance skills in
written or oral communication prior to the development of their thesis/dissertation.
Future Plans
We will institute the more detailed rubrics to identify student achievement in components of our
outcomes.
Summary Paragraph (to be inserted in the Program Review Report during the 8-year Board of
Regents review)
Our assessment process has developed to the point where it is helping us expose areas of concern
in student learning. Our students are exceeding our expected levels in all of our outcomes. Our
assessment committee regularly meets to discuss concerns and potential improvements, and also
reports regularly to the wider faculty.