Assessment History Draft (Julee) REVISED 12-10-00
The initial VCSU assessment plan was developed during the 1991-92 academic year in
preparation for the last NCA comprehensive evaluation. The plan had broad faculty and
staff involvement and acceptance and flowed naturally from the institutional purposes.
The NCA evaluation team requested submission of an assessment report in June, 1994
summarizing continuing development of institutional efforts to document student
achievement. The report outlined the evolution of the Total Quality philosophy into
Continuous Improvement in Teaching and Learning; receipt of a FIPSE grant used to
build a foundation for system-wide reform of undergraduate education; and various other
assessment initiatives undertaken after the comprehensive visit. The report was accepted
by NCA. [Instructional Innovation Title III grant] 1.4 million dollar cooperative Title III
grant 1998 Title 1.7 million institutional 98-03
Significant responsibility for implementation of the plan resided with the Curriculum
Committee for assessment of General Education (formerly Foundations Studies) and with
the Institutional Improvement Committee (formerly the Program, Planning, and Review
Committee) for program assessment. Faculty members representing the academic
divisions serve on both committees. The Vice President for Academic Affairs and
division chairs serving on the Academic Policy and Affairs Council provide leadership
and oversight for assessment processes.
Forums were held during the 1991-92 academic year to acquaint faculty with the
philosophy of outcomes assessment. Working sessions with the Academic Affairs and
Policy Council were used to review key components of the final draft and the link
between planning and assessment. The final version of the assessment plan was included
in the 1992 self-study prepared for submission to the North Central Association.
Individual faculty members through the academic division are responsible for developing
the assessment process for the majors or program in which they teach. In addition to
serving on the Curriculum Committee and the Program, Planning and Evaluation
Committee, faculty members participate in various components of the assessment process
and evaluate assessment results.
[Student Services] The assessment of the Student Services area has always been a part of
VCSU’s assessment approach and continues currently.
The receipt of significant grants, namely the FIPSE, Bush, and Title III resulted in two
campus-wide initiatives: the development of the abilities based model of student
assessment and the VCSU degree requirement of a CD-ROM portfolio to demonstrate
learning and to enhance employment prospects (Holleque p. 6 “Transforming Higher
Education: Excellence within a Culture of Innovation”).
Origin of the Abilities:
Up until the fall semester of 1995, the General Education requirements were titled
Foundation Studies. The Curriculum Committee conducted oversight of these
requirements including any changes, additions, deletions, or evaluation of the courses.
The Foundation Studies objectives (listed on page 36-37 of the Focused Visit Report,
April 24-25, 1996) provided a common set of objectives for all Foundation Studies
courses.
As part of the FIPSE grant activities, faculty voluntarily met on a regular basis (Monday
afternoons at 3:00 p.m.) for Learner Centered Education (LCE) meetings. A faculty
member from the Division of Education and Psychology often facilitated these meetings,
and the discussions focused on methods of teaching which encouraged student-centered
activity and inquiry. Participating faculty members brought ideas and strategies to share
with the group. These meetings provided an open form for meaningful discourse related
to teaching and learning.
One of the results of these LCE meetings was that the Curriculum Committee began to
re-examine the Foundations Studies objectives in an attempt to determine whether or not
the objectives were being met and whether or not the students were learning. The issue
of “measurability” moved to the forefront as Valley City State University was preparing
for the 1996 NCA Focused Visit. The University needed a method of “demonstrating”
student attainment of the stated objectives.
Through the LCE meetings and the actions of the Curriculum Committee, the Foundation
Studies Objectives were revised. The results of the revision were seventeen “Foundation
Studies Objectives Described as Abilities” (listed on pull-out page 41A of the Focused
Visit Report, April 24-25, 1996). Each of these revised objectives was stated in such a
way as to result in a demonstrable student achievement. Next, these objectives were
revised, resulting in the eight Abilities which have become the focal point of learning
assessment at Valley City State University.
Specific demonstrable skills have been linked with each ability and are illustrated in
the table below:
Abilities
Skills
Aesthetic Engagement
Receptivity
Visualization
Positive Interdependence
Leadership
Written
Spoken
Visual
Performance
Provides service to others
Change agent skills
Teaches Others
Works with diversity
Understands system interrelationships
Gathering information
Creative thinking
Systems analysis
Problem recognition
Decision making
Selects
Applies
Self-management
Self-Worth
Collaboration
Communication
Effective Citizenship
Global Awareness
Problem Solving
Technology
Wellness
In addition to the General Education program, all academic programs have
incorporated the eight Abilities into their assessment plans. The campus structure
is such that programs are guided by departments and each department is part of
one of the six academic divisions. Each academic division, through faculty
discussion and collaboration, chose several of the eight university abilities, those
most closely aligned with the goals of the division. Those abilities and their
corresponding skills were then incorporated into programs, majors / minors,
courses, and specific course projects.
Divisions:
The Division of Communication Arts and Social Science
Goals: The general goals of the Division are: 1) to serve the fundamental needs of all
students through courses aimed at achieving stated skills in the Communication Arts; 2)
to help all students achieve a better understanding of the common cultural heritage,
beliefs, and values through the study of the humanities; 3) to promote an understanding
of social organization and interactions through the study of history and the social
sciences; and 4) to promote global awareness and appreciation of diverse cultures
through the study of language and opportunities to study in other countries.
Abilities:
Courses leading to a major in the Division of Communication Arts and Social Science
will help students develop the following abilities:
Communication:
Aesthetic Engagement / Problem Solving:
Problem Solving / Technology:
Global Awareness:
Excellent writing and speaking abilities
Sophisticated analytical skills
Competent researcher
Synthesizes language, life, and culture
Assessment Activities / Outcomes:
The Division of Communication Arts and Social Science uses a multi-faceted assessment
process to ensure high quality and promote valuable changes within its programs.
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Development of criteria and policies for admission to and continuance in the
programs.
Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating
instructor or employer, and faculty mentor.
Student portfolio development.
Student evaluation of course objectives.
Digital portfolios as an exit requirement.
[Divisional improvement plan.]
Assessment of student success takes place from entry to exit:
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General education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences, internships, or study abroad.
Divisional expectations of students are high:
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The Division and its programs have specific requirements, goals, and objectives.
The requirements are linked to University abilities and skills.
Specified course projects are linked to University abilities and skills.
The Division builds systems for change through the following:
 Through assessment and reflection, abilities and portfolios continue to evolve.
 Definitions and rubrics for abilities and skills reflect University program
objectives.
 Employer surveys provide input regarding the changing needs of the workplace.
Exit information regarding new graduates is gathered through:
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Surveys of first-year teachers conducted by the VCSU Career Planning and
Placement Office.
 Surveys of employers who have hired VCSU graduates conducted by the Career
Planning and Placement Office.
 Focus group discussions with graduating seniors.
Say something about how the assessment information goes back to faculty, students,
programs, etc.
The Division of Education and Psychology
Goals: The broad goals of the teacher education program at Valley City State University
are to prepare entry-level teachers who: (1) are capable of teaching and guiding students
of varying backgrounds, strengths, and needs; (2) are competent decision makers; (3) are
skilled in planning, implementing, and evaluating learning experience for students: (4)
view decision making as a reflective process; (5) understand and are committed to the
moral dimensions of teaching; (6) select and apply technology appropriately; and (7)
accept the view that professional growth and development is an on-going, never-ending
process.
Abilities: In addition to developing the eight General Education Abilities at a higher
level, students in the Education and Psychology Division will become proficient in the
teaching abilities outlined in the Professional Decision Making Model; Planning,
Implementing, and Evaluating.
Planning: While planning, the teacher must make decisions regarding areas such as goals
and objectives, the degree of background building required, and specific materials and
methods to use.
Implementation: The implementation function requires the teacher to carry out the plans
that have been made. During the actual teaching phase numerous decisions need to be
made. Often times, they need to be made quickly as the teacher responds to students
reactions, comments, and instructional needs. As a result, modification of prepared plans
becomes the rule rather than the exception.
Evaluation: During the evaluation phase of decision making the teacher determines the
degree to which the instructional objectives were attained. Determining the degree of reteaching that is needed, recording information, and reporting progress are some of the
areas within the evaluation phase of decision making.
Reflection: The teacher plans, implements, and evaluates by using feedback in a
reflective manner. During the entire process it is essential the teacher realizes that
professional growth and development is continuous.
Assessment Activities / Outcomes: In its reaccreditation visit to VCSU, the 1996
visitation team from the National Council for Accreditation of Teacher Education
recognized Valley City State University for Exemplary Practice and noted:
Valley City State University through its collaborative work with the Center for
Innovation in Instruction (CII) and the Kathryn Center, and through the initiative of
its faculty in pursuing grants, has achieved a synergy of vision and mission in
action which would not normally be possible for an institution of its size and
financial resources. In this case, the whole is greater than the sum of its parts.
Noting that institutional culture is notoriously resistant to change, VCSU has
achieved virtual transformation of the culture of the entire institution…these
multiple efforts have worked in concert, focusing philosophy, and broad range of
human and financial resources, to create institution-wide movement toward their
long range vision to be a leader in technology in education.
While the entire campus community is credited for the commendable NCATE review, the
unit faculty members and teacher education students played a critical leadership role and
they continue to exert their influence as key players in the transformation of teaching and
learning.
The Division of Education and Psychology at Valley City State University has met the
accreditation standards of the National Council for the Accreditation of Teacher
Education since 1964. Building on a tradition of excellence and committed to continuous
improvement, it uses a multi-faceted feedback loop to ensure high quality and promote
effective changes within the program:
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Regular analysis of criteria and policies for admission to and continuance in the
program.
Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating
instructor, and faculty mentor.
Student portfolio development.
Continuous student evaluation of course objectives.
First and third year teacher education graduates complete the General Knowledge
Survey to determine the degree of satisfaction related to preparation. Principal
and teacher evaluation surveys accompany this survey to assess the performance
of those graduates.
Digital portfolios as an exit requirement.
Divisional improvement plan.
Assessment of student success takes place from entry to exit:
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General Education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences.
Departmental expectations of students are high:
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The Teacher Education program has specific requirements, goals, and objectives.
Teacher Education program objectives are linked to specified abilities of
planning, implementing and evaluation.
Specified course projects are linked to University abilities and skills.
The Division builds systems for change through the following:
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Through assessment and reflection, abilities and portfolios continue to evolve.
Definitions and rubrics for abilities and skills reflect University program
objectives.
Field site visitations identify skills of effective teachers in today’s changing
classrooms.
A PT3 grant application was awarded based on technology needs in today’s
schools.
Exit information regarding new teachers is gathered through:
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Surveys of first year teachers conducted by the VCSU Career Planning and
Placement Office.
Surveys of administrators who have hired VCSU first year teachers conducted by
the VCSU Career Planning and Placement Office.
The Division of Education and Psychology is committed to meeting the needs of all
learners and ensuring their success. Assessment and evaluation are critical components
of that commitment.
The Division of Fine Arts
Goals: The Division of Fine Arts provides opportunities for all students to develop
aesthetic responsiveness, cultural and global awareness, and historical and contemporary
perspective. Students pursuing a comprehensive education in art or music develop a
deeper understanding of these fundamental abilities. The Fine Arts Division:
(1) encourages individual expression through nonverbal communication and active
collaboration in creative endeavor;
(2) provides elementary and secondary art and music education students with the
essential knowledge and skills to become successful classroom teachers; and
(3) prepares the student for professional study in Fine Arts. The Division supports
the institutional mission in instructional technology while recognizing the
divisional role in enriching human experience and cultivating a sense of
community.
The Division of Fine Arts is comprised of the Department of Art and the Department of
Music. Information about Fine Arts degree programs and courses appears in the 20002002 VCSU Bulletin, pages 57-62, 72-74, and 91-93.
Department of Art
Goals: The primary functions of the Department of Art are: (1) providing superior
training for public school art teachers; (2) providing excellent studio training for artists;
and (3) contributing to the cultural environment of the campus and the community. The
Department supports the institutional mission in instructional technology while
recognizing the departmental role in encouraging individual expression, enriching the
human experience, and cultivating an artistic community.
Department of Music
Goals: The goals of the Department of Music are to: (1) provide superior training for
future public school music teachers; (2) assist musicians to perform at their highest
possible level of ability; (3) develop in students a broad understanding of music within
the context of a liberal arts education; and (4) contribute to the cultural environment of
campus and community.
The Abilities: The department recently applied for and received a Bush Grant entitled
The Mapping and Assessing of Music Department Abilities/Skills Requirements and
Student Portfolios. The purpose of this grant is to develop a comprehensive and cohesive
departmental plan for Abilities and Assessment in order to:
(1) Determine the specific skills and levels of the Abilities requirements for the VCSU
Music Department
(2) Develop language for the skill levels which better reflects the expectations and
achievements of the music students at VCSU
(3) Map the music courses which fulfill these requirements
(4) Develop an assessment plan for the VCSU Abilities and Skills within the
Music Department; to incorporate that plan into the department’s present, working
assessment model
(5) Develop a plan for assessing student portfolios within the department
(6) Insure that all of the above areas of Abilities, mapping and assessment form a cohesive
plan for future assessment
Assessment Activities / Outcomes:
Department of Art: Program quality is measured by internal evaluation at the
department level and by comparison with state program standards. The Department
meets all requirements in teacher preparation established the State Department of Public
Instruction and NCATE.
The Art Department has developed a portfolio review process. A small minority of
students entering the art program has fairly developed art-making skills. Those students
enter the program through an entrance portfolio review. The faculty members use this
review to assess the student’s development and place them in the appropriate classes.
The majority of the students entering the Department have limited verbal communication
skills. Those students take a foundations course in order that the faculty can better assess
the student’s skills and guide their development. The students, generally, follow a direct
path of studio skill building courses. Each course in the program has been developed to
build on the previous one. The Foundations course leads to Design, Design to Drawing I,
Printmaking I, Painting I, and Ceramics I. The first level studio courses lead to the
second level studio courses, and the second level to the third. If the student is not
successful in fulfilling the requirements of any of the courses they work closely with the
faculty, through tutoring, to accomplish the criteria of the course. The student receives
the same guidance through the art history sequence. From the beginning of their art
program experience the student is preparing for their senior portfolio. The senior
portfolio is a screening for the senior exhibition. The student will present a professional
exhibition, complete with a written artist’s statement before they qualify for graduation.
The student will graduate with a completed professional portfolio that demonstrates the
student’s course criteria accomplishment.
The art education students also need to accomplish the professional education track for
their degree. This track includes a successful PRAXIS / PPST test, the professional
education sequence, the student teaching review, student teaching, and the education
portfolio. The art faculty members work closely with both the student and the Education
Division through this track.
The Department is in the process of developing and integrating ability language
assessment into the existing portfolio assessment process. The Art Department has
mapped the abilities in the program and is working on the assessment as it relates to the
abilities portfolio.
Department of Music:
Assessment: Evidence of quality in the educational programs is provided through the
Department’s accreditation by the National Association of Schools of Music, through
placement records of graduates, and through the Department’s Plan for Assessment of
Music Student Achievement accompanied by documentation of that achievement. The
Department’s assessment plan had its origins in the 1985 visit of the BUSH consultant.
Over the last fifteen years it has been continuously refined, through faculty observation of
test results, through additional input from the 1994 NASM consultant and the 1997
NASM evaluation team, and through recommendations made by the chair of the
department who serves as an NCA consultant-evaluator and a member of the NCA
Accreditation Review Council. The assessment mechanism has become a seamless part
of the departmental operation, so that assessment, documentation of student achievement,
review of results, adjustment of the curricula, and improvements in instruction have
become a natural and ongoing part of departmental life. The department prioritizes
operational and library funds to strengthen the necessary instructional areas. The Plan is
understood by faculty and students alike and provides a practical and thorough system for
identification of program strengths and areas for improvement, as well as for evaluation
and documentation of student achievement. The Division conducts assessment in the
following areas, and details regarding the assessments are available in the Divisional
Narrative:
Assessment of Ability to Read Musical Notation
Assessment of Functional Piano Skill.
Assessment of Applied Music
Assessment of Professional Education
Assessment of Content Knowledge and Music Teaching Competencies
Peripheral Assessment Mechanisms
Add here a paragraph which describes how the assessment information is used by faculty,
students, program etc.
Division of Health and Physical Education
Goals: The Division of HPE will develop among its students the knowledge, skills,
attitudes, and values that come from sports and physical activity throughout one’s life. It
is the primary function of the division to: (1) prepare students for teaching and coaching;
(2) promote a lifelong commitment for physical fitness among all VCSU students; and
(3) support the university’s mission to a learner-centered caring community committed to
continuous improvement through the use of instructional technologies.
Abilities: Courses leading to a major in the Division of Health, Physical Education, and
Recreation will help students develop the following abilities:
Problem Solving:
Wellness:
Technology:
Develops thoughtful and creative solutions
Manages self and others professionally, for the well-being of the
team or organization.
Researches and presents materials competently; understands the
professional potential of technological tools.
Assessment Activities / Outcomes: While the entire campus community is credited for
the commendable NCATE review, the unit faculty members and teacher education
students played a critical leadership role and they continue to exert their influence as key
players in the transformation of teaching and learning.
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Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating
instructor, and faculty mentor.
Student portfolio development.
Continuous student evaluation of course objectives.
First and third year teacher education graduates complete the HPE Alumni Survey
to determine the degree of satisfaction related to preparation.
Digital portfolios as an exit requirement.
Divisional improvement plan.
Assessment of student success takes place from entry to exit:
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General Education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences.
Departmental expectations of students are high:
The VCSU Health & Physical Education graduate will be able to demonstrate:
a.) higher order thinking skills and the application of critical thinking skills
the ability to effectively communicate (i.e., written, verbal, presentation, etc.)
b.) concrete application of content knowledge
c.) the ability to access relevant information
d.) the ability to work cooperatively
e.) the appropriate use of technology
Is this linked to the abilities?
The divisional abilities of Communication, Problem-solving, Wellness, and
Technology are four of the eight university Abilities (see appendices). Students must
complete the fourth level of five of the eight Abilities in order to satisfy the graduation
requirement. The fifth ability is the student’s choice, probably from his/her second major
or the academic minor(s).
Have you built in systems for change based on what you know? What are they?
The HPE Assessment Plan, continued use of alumni surveys (every other year),
course assessments, senior exit interviews, and the quality of the HPER students’
digitized portfolio will provide feedback. This program review, with feedback from the
outside evaluator and the VCSU VPAA, will provide us with valuable advice on the
effectiveness of the curriculum and instruction. Curricular/program changes could then
be proposed for the next bulletin (catalog) for 2002-2004.
Surveys:
One and three year (program) graduate surveys have been administered in the
following summers: 1996, 1998, & 2000 (see report in appendices by Dennis). Is there
other data? Course assessments: spring, 1999, and fall and spring, 2000; senior exit
interview questions (interview results spring, 2000).
The Division of Mathematics and Science
Goals: The Division of Mathematics and Science seeks to encourage and develop the
ability of those students interested in pursuing a career in the pure and applied sciences,
mathematics, and related areas. In the course of accomplishing these goals the Division
also seeks to:
(1) provide secondary education majors with the knowledge, skills, and attitudes which
enable them to teach successfully in their chosen field of specialization;
(2) provide elementary education majors the essential knowledge, skills, and attitudes, in
the areas of Mathematics and Science, in order to plan and present learning activities for
the elementary classroom;
(3) provide courses in general education for the liberal arts student;
(4) provide pre-professional students with academic counseling, courses, and programs
that will prepare them for the professional field and school of their choice; and
(5) provide all students and members of the community opportunities for learning
experiences in areas related to Mathematics and Science.
Abilities: Courses leading to a major in the Division of Mathematics and Science will
help students develop the following abilities:
Problem Solving / Technology:
Collaboration:
Global Awareness:
Communication:
Obtaining, organizing, and interpreting information
Ability to work with others
Recognize relationships
Ability to convey information and knowledge
Assessment Activities / Outcomes: Standardized examinations from the American
Chemical Society have been administered to Chemistry classes for the last nine years.
The trend shows steady improvement in student performance. The results are displayed
in Table 44.
ACS Test Results, 1992-2000
(HAVE THEM, JUST NEED TO PUT IN)