Questions:
(1) Format Requirements For The Report?
Chapter Three Outline
VCSU Student Assessment Program (sufficient pattern of evidence for this criterion, pages 50-51 NCA handbook)
-Mission of the VCSU Assessment Program – how the program is based upon the VCSU mission and
VCSU’s educational purposes;
--include statements from public documents such as student catalog, etc.
-Statement: administrative commitment to excellent teaching and effective student learning;
Why Assessment
Purposes of Assessment
Accountability to students, parents, public, etc.
-Goals and objectives of the program
-Guiding Principles – what is most important, how are assessment data used, links with institutional processes, etc.
--Key role: faculty support & leadership; how are faculty recognized and rewarded for their assessment efforts;
-History
-Program Description – Include Visual of the Model
--Institutional Assessment Steering Committee or some body that oversees all assessment (NCA handbook—a hallmark of strong programs);
--how faculty and administration share assessment responsibilities
--student involvement?
--Who coordinates campus-wide assessment efforts (NCA handbook) – VPAA
--Involvement of Students – How are students informed of the institutional assessment program; how do they hear about the purposes of assessment?
--VCSU Abilities – what students are expected to learn;
--Origin of the Abilities/History
--Levels of Assessment – Institutional, General Education Program, Divisional,
Departmental, Classroom; student services
---Impact of Roundtable Report
---Institutional Level Assessment – Alumni Survey, employment/placement, test scores, graduate school acceptance.;
---General Education Program Assessment – Senior CD Portfolio – Portfolio as Exit
Requirement;
----Portfolio Development Process – from freshman year to graduation;
---Divisional and Departmental Assessment Efforts – Divisional Abilities and How they are assessed;
----Assessment Measures – frequency of assessment (e.g., pre-program tests; senior knowledge tests such as MFAT)
----Should have direct and indirect assessment measures;
----Evaluation criteria – how departments certify that students have achieved specified ability levels;
----How Course Evaluation Information is used to affect curriculum development
---Student Services Assessment Efforts
---Involvement of the Library/Librarians (p. 46, NCA handbook);
--How Information Rolls Up – From Divisional and General Education to Institution
--Assessment and Educational Technology – to demonstrate to what degree educational technology impacts student learning;

---Blackboard
-How Programs and Institution Use Assessment Data – how assessment information informs admission and program requirements;
--What are feedback loops to students (to improve their learning) AND faculty (faculty: so faculty can improve instruction and learning);
-Usefulness of Assessment Program to Institution and Programs
--How is assessment incorporated into institutional processes such as budgeting, strategic planning, program reviews (NCA: Assessment could be included under regular program reviews); curriculum; faculty development;
-How plan is routinely updated – how is the cost-effectiveness ensured?
--Judge the strength and use of institutional assessment program;
What are the current strengths and weaknesses of VCSU’s assessment program? What will
VCSU focus upon in the future?
Criterion Four a nd Assessment – Page 55