ASSESSMENT STATUS REPORT
For more information about the assessment process, please see the CASL website, especially the Assessment 101 workshop modules ( http://www.uis.edu/assessment/workshops/index.html
) and the Readings section ( http://www.uis.edu/assessment/readings/index.html
). In the Readings section, we particularly recommend you consult Suskie and Walvoord under the Overview heading.
I. Assessment Goals and Outcomes
What CASL is Looking For: We want to see measurable student learning outcomes.
Every curriculum should have measurable program learning outcomes (4-10 learning outcomes is the norm).

Has the program made changes to the curriculum since its last program review that would affect student learning outcomes? If so, please describe.

Please list your program learning outcomes and evaluate those learning outcomes according to the S.M.A.R.T. criteria (Specific, Measurable, Attainable, Realistic, and
Time Limited).
II. Assessment Methodology
What CASL is Looking For: We want to see that you have collected and analyzed data related to the learning outcomes above, and we want that data summarized and presented in the report in meaningful ways.
A.
Direct vs. Indirect Measures of Outcomes Assessment
Every program should have direct measures of student learning, although indirect measures can also be valuable.
 Which learning outcomes are measured directly, through course-embedded or authentic assessment?
 Which learning outcomes are measured indirectly, through surveys, focus groups, employer feedback, etc.?
B.
Multiple Measures of Assessment
Every program should establish multiple measures of assessment. Multiple measures can mean that programs assess at different points in the degree completion process. It can also mean that programs use more than one method of assessment to measure a set of learning outcomes (perhaps both direct and indirect measures).

How does the program use multiple measures—over time or for the same set of learning outcomes? If courses are not used to measure student learning, please describe the process that is in use.

 What kinds of instruments and tools does the department use to measure learning outcomes; e. g., qualitative (writing samples, capstone project), quantitative (rubrics, graphs, charts), or a mixture of the two? Provide examples.
III. Using Assessment as a Tool of Program Review
What CASL is Looking For: We want to know what changed. Provide reflection on the assessment process and what the data collected tells the department about student learning.
A.
Patterns and Trends in Student Learning
Every program should use the assessment process to evaluate curriculum and pedagogy to improve student learning.

How do the program assessment methods and/or instruments examine groups of students over time? If the program uses rubrics to “look across students,” please attach rubrics and explain their use.

How do assessment results help your program faculty to find patterns and trends in student learning? Please describe the process and provide evidence of the patterns and trends you have identified through assessment since the program review.
B.
Communicating and Utilizing Assessment Results
Every program should communicate assessment results to stakeholders and should revise the assessment process to better serve the needs of the department.
 How is the program communicating information about student learning to its stakeholders? How could that communication be improved?
 Having reviewed departmental learning outcomes and engaged in an assessment process, what changes will the program make to its learning outcomes for the next review period to meet the criteria?
 How will the program expand its use of direct measures of student learning over the next review period?

How will the program create new opportunities for multiple measures of assessment during the next review period?
Submitted by:
__________________________________ ____________
Name and Title Date