Central Washington University
Assessment of Student Learning
Program Report
Academic Year of Report: 2010-2011
College: CEPS
Department: Family and Consumer Sciences Program: Fashion Merchandising
(1) What student learning outcomes were assessed this year, and why?
For the 2010-2011 academic year we assessed two learning outcomes; Global
Interdependence and Critical and Creative Thinking. There are seven overall Fashion
Merchandising learning outcomes and each overall outcome include subcategories. As a
program we are systematically assessing each outcome on a four year rotation and on average
there are five subcategories that are assessed each year. We have evaluated these goals
pertaining to skills, attitude and knowledge.
Student Learning
Outcomes
Department Goals
College & CWU Goals
Provide for an outstanding academic and professional growth experience for students
at all CWU locations. (CWU Goals 1,2,5)
Pertaining to Global
Interdependence:
Understand how
political, cultural, and
economic systems
impact industry
processes
Continue to improve student
centered learning and the
quality of the curriculum within
the department’s programs
Facilitate cultural pluralism
Pertaining to Critical and
Creative Thinking:
Demonstrate critical and
creative thinking skills
including diverse
perspectives
Pertaining to Critical and
Creative Thinking:
Identify social, cultural,
economic, technological,
ethical, political,
educational, and
individual influences on
industry issues
Continue to improve student
centered learning and the
quality of the curriculum within
the department’s programs
Facilitate cultural pluralism
Continue to improve student
centered learning and the
quality of the curriculum within
the department’s programs
Facilitate cultural pluralism
Pertaining to Critical and
Creative Thinking: Apply
quantitative and
qualitative skills to
problem solving
Continue to improve student
centered learning and the
quality of the curriculum within
the department’s programs
Pertaining to Critical and
Creative Thinking: Use
appropriate technology
to facilitate critical,
creative, quantitative,
and qualitative thinking
Continue to improve student
centered learning and the
quality of the curriculum within
the department’s programs
Facilitate cultural pluralism
Facilitate cultural pluralism
Prepare students to participate in an increasingly diverse economy and environment.
(CWU Goal 6; AA Goal 1)
Build mutually beneficial partnerships with alumni, industry, professional groups,
institutions, and the communities surrounding our campus locations. (CWU Goal 4)
Provide professional, high-quality staffing, facilities, technologies, and appropriate
resources to ensure the highest levels of academic and professional development.
(CWU Goals 1,2,3)
Provide for an outstanding academic and professional growth experience for students
at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participate in an increasingly diverse economy and environment.
(CWU Goal 6; AA Goal 1)
Build mutually beneficial partnerships with alumni, industry, professional groups,
institutions, and the communities surrounding our campus locations. (CWU Goal 4)
Provide for an outstanding academic and professional growth experience for students
at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participate in an increasingly diverse economy and environment.
(CWU Goal 6; AA Goal 1)
Build mutually beneficial partnerships with alumni, industry, professional groups,
institutions, and the communities surrounding our campus locations. (CWU Goal 4)
Provide for an outstanding academic and professional growth experience for students
at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participate in an increasingly diverse economy and environment.
(CWU Goal 6; AA Goal 1)
Provide for an outstanding academic and professional growth experience for students
at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participate in an increasingly diverse economy and environment.
(CWU Goal 6; AA Goal 1)
Provide professional, high-quality staffing, facilities, technologies, and appropriate
resources to ensure the highest levels of academic and professional development.
(CWU Goals 1,2,3)
Assessment of Student Learning  Program Report  2010-2011  Fashion Merchandising  Page 1
(2) How were they assessed, (3). What was learned, (4) What will the department
or program do as a result of that information?
Program student learning outcomes were assessed through program course work, entry and exit
assessments and supervisor internship evaluations.
Courses assessment of program learning outcomes
Student
Learning
Outcomes
Methods Used to Assess (#2)
Discussion lead (n:30) (includes
topic research, topic presentation,
class discussion and facilitation)
Cultural project (n: 28) (includes
topic research, presentation, paper,
peer presentation evaluation)
Pertaining to
Global
Interdependence:
Understand how
political, cultural,
and economic
systems impact
industry
processes
Who/When
Assessed (#2)
FCSA 351
Socio-Cultural
Aspects of
Apparel
Students, Fall
2010 (Criterion
Average 80% or
higher)
FCSA 355
Consumer
Textiles, Fall
2010 (Criterion
Average 80% or
higher)
Results of Assessment (#2)
100th percentile 13%, 90th percentile 50%,
80th percentile 30%, 70th percentile 7%.
90th percentile 39%, 80th percentile 32%,
70th percentile 11%, 60th percentile 14%,
50th percentile 4%.
What was learned (#3) &
impact (#4)?
The criterion of achievement
for all chosen methods of
assessment was set at an
average of 80% or higher.
Criterion was met for all
areas assessed except
participation. All other areas
indicate that students are
demonstrating knowledge of
theories, concepts and
research related to industry
and societal problems.
No changes are planned due
to students meeting
outcomes.
FCSA 301 Intro
to the Fashion
Industry, Winter
2011 (Criterion
Average 80% or
higher)
Discussion lead (n:30) (includes
topic research, topic presentation,
class discussion and facilitation)
Cultural project (n: 28) (includes
topic research, presentation, paper,
peer presentation evaluation)
Participation (n:30) (includes
Pertaining to
Critical and
Creative
Thinking:
Demonstrate
critical and
creative thinking
skills including
diverse
perspectives
FCSA 351
Socio-Cultural
Aspects of
Apparel
Students, Fall
2010 (Criterion
Average 80% or
higher)
actively contributing to class
discussions with additional
questions, their thoughts and
reactions to each reading and
response to questions posed by the
professor, peers and discussion
leaders)
FCSA 301 Intro
to the Fashion
Industry, Winter
2011 (Criterion
Average 80% or
higher)
FCSA 389
Fashion Trend
Analysis, Spring
2011 (Criterion
Average 80% or
higher)
The criterion of achievement
for all chosen methods of
assessment was set at an
average of 80% or higher.
Criterion was met for all
areas assessed except
participation. All other areas
indicate that students are
demonstrating knowledge of
theories, concepts and
research related to industry
and societal problems.
Participation percentiles were
lower than the 80% or higher
by 1%. Due to the high peer
interaction and discussions
within the class more team
building activities will be
added to the beginning of the
course. This will help
students feel more
comfortable with their peers
and assist with further
engagement of students
within the daily discussions
and increase participation.
Assessment of Student Learning  Program Report  2010-2011  Fashion Merchandising  Page 2
FCSA 280 Basic
Sewing
Techniques,
Winter 2010
(Criterion
Average 80% or
higher)
FCSA 388
Apparel
Construction II,
Winter 2011
(Criterion
Average 80% or
higher)
FCSA 488
Fashion Line
Development,
Spring 2011
(Criterion
Average 80% or
higher)
FCSA 181
Fashion Show
Production,
Spring 2011
(Criterion
Average 80% or
higher)
Daily readings (n:30) (includes
reading 2-5 daily articles from
newspapers, journals, magazines
and books with daily questions to
assess knowledge)
Guest speaker reflection (n:28)
(includes speaker questions,
reflection of guest speaker answers,
post-speaker class discussion)
FCSA 351
Socio-Cultural
Aspects of
Apparel
Students, Fall
2010 (Criterion
Average 80% or
higher)
Course objectives reflection
(n:24) (includes final write-up of
Pertaining to
Critical and
Creative
Thinking: Identify
social, cultural,
economic,
technological,
ethical, political,
educational, and
individual
influences on
industry issues
100th percentile 38%, 90th percentile 16%,
80th percentile 25%, 70th percentile 10%,
60th percentile 8%, 50th percentile 3%.
100th percentile 64%, 90th percentile 25%,
60th percentile 7%, 50th percentile 4%.
100th percentile 72%, 80th percentile 16%,
70th percentile 4%, 50th percentile 8%.
analysis and reflection of course
student objectives)
100th percentile 33%, 90th percentile 45%,
80th percentile 16%, 70th percentile 5%,
60th percentile 1%.
Documentaries (n:30) (includes
documentary questions, reflection,
class discussion)
Discussion lead (n:30) (includes
topic research, topic presentation,
class discussion and facilitation)
Cultural project (n: 28) (includes
topic research, presentation, paper,
peer presentation evaluation)
Participation (n:30) (includes
actively contributing to class
discussions with additional
questions, their thoughts and
reactions to each reading and
response to questions posed by the
professor, peers and discussion
leaders)
FCSA 301 Intro
to the Fashion
Industry, Winter
2011 (Criterion
Average 80% or
higher)
FCSA 389
Fashion Trend
Analysis, Spring
2011 (Criterion
Average 80% or
higher)
100th percentile 13%, 90th percentile 50%,
80th percentile 30%, 70th percentile 7%.
90th percentile 39%, 80th percentile 32%,
70th percentile 11%, 60th percentile 14%,
50th percentile 4%.
The criterion of achievement
for all chosen methods of
assessment was set at an
average of 80% or higher.
Criterion was met for all
areas assessed except
participation. All other areas
indicate that students are
demonstrating knowledge of
theories, concepts and
research related to industry
and societal problems.
Participation percentiles were
lower than the 80% or higher
criterion by 1%. Student
guided team building
activities throughout the
quarter will assist in making
the students more
comfortable in the group
setting and more apt for
higher participation in
discussions.
90th percentile 7%, 80th percentile 33%,
70th percentile 47%, 60th percentile 13%.
FCSA 280 Basic
Sewing
Techniques,
Winter 2010
Assessment of Student Learning  Program Report  2010-2011  Fashion Merchandising  Page 3
(Criterion
Average 80% or
higher)
FCSA 388
Apparel
Construction II,
Winter 2011
(Criterion
Average 80% or
higher)
FCSA 488
Fashion Line
Development,
Spring 2011
(Criterion
Average 80% or
higher)
FCSA 181
Fashion Show
Production,
Spring 2011
(Criterion
Average 80% or
higher)
Internship Supervisor
Evaluations
FCSA 301 Intro
to the Fashion
Industry, Winter
2011 (Criterion
Average 80% or
higher)
FCSA 351
Socio-Cultural
Aspects of
Apparel
Students, Fall
2010 (Criterion
Average 80% or
higher)
Pertaining to
Critical and
Creative
Thinking: Apply
quantitative and
qualitative skills
to problem
solving
Skills out of 5.0
Productivity 4.75
Preparation 4.5
Quality of Work 5.0
Creativity 4.5
Communication Skills 5.0
Attitude out of 5.0
Attitude 4.75
Dependability 4.75
Initiative 4.75
Judgment 4.75
Interpersonal Relations 4.5
The criterion of achievement
for supervisor evaluations
was set at 4.0 or higher.
Criterion was met for all
evaluation areas.
After further scrutiny of the
supervisor evaluation
provided by Career
Development Services it has
been decided that a program
specific evaluation will be
developed. The program
specific evaluation will have
specific skill sets and student
outcomes that need to be
assessed including
communication methods.
The process of submitting the
supervisor evaluation will also
be revised to assure all
evaluations come to the
advisors to have a full scope
of information.
FCSA 389
Fashion Trend
Analysis, Spring
2011 (Criterion
Average 80% or
higher)
Advisory board members will
assist in creating professional
assessment criteria for new
program specific evaluation.
Pertaining to
Critical and
Creative
Thinking: Use
appropriate
technology to
facilitate critical,
creative,
quantitative, and
qualitative
Internship Supervisor
Evaluations
FCSA 301 Intro
to the Fashion
Industry, Winter
2011 (Criterion
Average 80% or
higher)
Skills out of 5.0
Productivity 4.75
Preparation 4.5
Quality of Work 5.0
Creativity 4.5
Communication Skills 5.0
FCSA 351
Socio-Cultural
Aspects of
Attitude out of 5.0
Attitude 4.75
Dependability 4.75
Initiative 4.75
Judgment 4.75
The criterion of achievement
for supervisor evaluations
was set at 4.0 or higher.
Criterion was met for all
evaluation areas.
Evaluation of the intern’s
team member and leadership
skills will be added to the new
program specific supervisor
evaluation.
Assessment of Student Learning  Program Report  2010-2011  Fashion Merchandising  Page 4
thinking.
Apparel
Students, Fall
2010 (Criterion
Average 80% or
higher)
Interpersonal Relations 4.5
FCSA 389
Fashion Trend
Analysis, Spring
2011 (Criterion
Average 80% or
higher)
FCSA 181,
Fashion Show
Production,
Spring 2011
(Criterion
Average 80% or
higher)
Major exit and entry assessment of program learning outcomes
ENTERING MAJOR ASSESSMENT SURVEY
Program Student
Learning Outcome
Global
Interdependence
Subcategory Program
Student Learning
Outcome
Understand how
political, cultural, and
economic systems
impact industry
processes
Total Number
Critical and Creative Thinking
Demonstrate critical
and creative thinking
skills including
diverse perspectives
Identify social,
cultural, economic,
technological,
ethical, political,
educational, and
individual influences
on industry issues
Apply quantitative
and qualitative skills
to problem solving
Use appropriate
technology to
facilitate critical,
creative, quantitative,
and qualitative
thinking
Total Number
Total Number
Total Number
Total Number
86
Percentage
84
Percentage
84
Percentage
83
Percentage
82
Percentage
None
17
19%
6
7%
11
13%
10
12%
12
15%
Knowledgeable
31
36%
19
23%
26
31%
19
23%
23
28%
Reasonably Competent
32
37%
31
37%
37
44%
31
37%
34
41%
Extremely Competent
6
7%
28
33%
10
12%
23
28%
13
16%
EXITING MAJOR ASSESSMENT SURVEY
Program Student
Learning Outcome
Global
Interdependence
Subcategory Program
Student Learning
Outcome
Understand how
political, cultural, and
economic systems
impact industry
processes
Demonstrate critical
and creative thinking
skills including
diverse perspectives
Identify social,
cultural, economic,
technological,
ethical, political,
educational, and
individual influences
on industry issues
Apply quantitative
and qualitative skills
to problem solving
Use appropriate
technology to
facilitate critical,
creative, quantitative,
and qualitative
thinking
Total Number
Total Number
Total Number
Total Number
Total Number
None
Critical and Creative Thinking
18
Percentage
18
Percentage
18
Percentage
18
Percentage
18
Percentage
0
0%
0
0%
0
0%
0
0%
0
0%
Assessment of Student Learning  Program Report  2010-2011  Fashion Merchandising  Page 5
Knowledgeable
1
6%
1
6%
0
0%
0
0%
1
6%
Reasonably Competent
9
50%
2
11%
4
22%
4
22%
4
22%
Extremely Competent
8
44%
15
83%
14
78%
14
78%
13
72%
(5) What did the department or program do in response to last year’s assessment
information?
The program tracked and reported additional details with number of students assessed, what terms they
were assessed and specific percentiles for score distribution for each assessment areas. This was
helpful in having detailed areas for improvement for this coming year.
Information found in the assessment will also be shared at this summer’s advisory board meeting for
further discussion, reflection and needed changes/updates.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student
learning. Please also specify the population assessed, when the assessment took place, and the
standard of mastery (criterion) against which you will compare your assessment results. If appropriate,
please list survey or questionnaire response rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the
results linked to the outcomes you assessed, and compared to the standard of mastery (criterion) you
noted above. Please also include a concise interpretation or analysis of the results.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning,
and as they are related to results from the assessment process. If no changes are planned, please
describe why no changes are needed. In addition, how will the department report the results and
changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.).
5. What did the department or program do in response to last year’s assessment
information?
In answering this question, please describe any changes that have been made to improve student
learning based on previous assessment results. Please also discuss any changes you have made to your
assessment plan or assessment methods.
6. Questions or suggestions concerning Assessment of Student Learning at
Central Washington University:
Assessment of Student Learning  Program Report  2010-2011  Fashion Merchandising  Page 6