Jennifer Fager, Ph.D.
University of Wisconsin-Eau Claire
fagerjj@uwec.edu
Assessment Planning
Assessment Plans should be developed for each program included in your
curriculum. This process will benefit your students by:
1.
2.
3.
4.
Providing a set of clear expectations for what they are to learn.
Clarify where this learning is to take place.
Identify key assessments that are linked to learning outcomes.
Setting expected performance levels.
Where in the program do students have the opportunity to
learn these outcomes?
Program
Outcomes
Core Courses:
101
102
201
301
Multicultural
course
x
Capstone
Course
x
Outcome 1
x
x
x
Outcome 2
x
x
x
x
Outcome 3
x
x
Outcome 4
x
x
Outcome 5
x
x
x
x
Outcome 6
Outcome 7
x
x
Outcome 8
x
x
x
x
x
x
Outcome 9
x
Outcome 10
x
The members of the Department engaged in the curriculum mapping
exercise above during a recent department meeting. Examine the
map and list questions you might pose to the department members.
Question 1:
Question 2:
Question 3:
What recommendations might you provide to the department
members based upon your questions?
Recommendation 1:
Recommendation 2:
Recommendation 3:
Map your Curriculum. Where in your program do students have the opportunity
to learn what you intend for them to learn?
Our Program
Outcomes
Our Core Courses:
Evidence/Artifacts—How do you know that students have
learned what you intended for them to learn?
Below is a list of existing program artifacts/evidence that can be used to assess student
learning outcomes:
1. Capstone experiences
2. Portfolio evaluations
3. Thesis and dissertations
4. National exams
5. Comprehensive Exams
6. Course Grades
7. Course Assignments
8. Field Experience Reports
9. Practicum Evaluations
10. Internship Evaluations
11. Student surveys/interviews/focus groups
12. Student Presentations
13. Student Publications
14. Student Performances
15. Admissions data
16. Placement data (career, graduate school)
17. Employer Surveys
18. Alumni Surveys
What evidence/artifacts do you currently collect? List ideas below.
1.
2.
3.
4.
5.
How do these artifacts/evidence measure student learning?
What level of proficiency is expected on each of these artifacts/evidence to suggest
students learned what was intended?
1.
2.
3.
4.
5.
Reporting Results
Data are useful when they are used. How will you use the information you have
gathered to improve the quality of the learning experience or program for the students?
Review your Assessment Activities by completing the following. This process
allows you to “close the assessment loop.”
Assessment Report Summary
Student Learning Outcome Assessed:
What did you do to assess the outcome?
What did you find as a result of this assessment?
What are you going to do as a result of the assessment?