Assessment and the
Curriculum
Department Chair Workshop
Program
Review
Curriculum
Assessment
Integrity
Class
Assessment
Program
Approval
CIA relationship
curriculum
instruction
assessment
of learning
for learning
as learning
How do your students experience
the curriculum?
Discrete experiences
course
course
course
graduate
Sequenced and outcomes focused
course
• outcome
• outcome
course
• outcome
• outcome
course
• outcome
• outcome
How does learning take place?
• core
• concepts
entry
midpoint
• breadth
• expansion
• synthesis
• contextual
exit
Developmental Assessment
View of learning over time
core
knowledge
elective
project
capstone
It all starts with clear
expectations for learning
Over the course of the major, what do you
expect students to learn?
• Broad statements about exit behaviors
• No more than 5-6 broad outcomes
• Define by proficiency/expected level
CORE
COMPETENCIES
THEORETICAL
CONTEXT OF
POLITICS
HISTORICAL
CONTEXT OF
POLITICS
ADVANCED
PERFORMER
SOLID PERFORMER
BASIC PERFORMER
UNDER-PERFORMER
Has an excellent
grasp of theory in
various contexts and
can apply theory to
understand past,
present and possible
future outcomes.
Understands the
importance of theory
as a tool as well as
the normative and
ethical components of
politics.
Has a solid
understanding of the
theoretical
foundations of
politics. Realizes the
value of theory for
making sense of the
past and present and
predicting future
outcomes, and is
aware of the
normative and
ethical components of
political science.
Has a general sense
of what theory in its
various incarnations
is and why it is
important, but
cannot understand or
apply sophisticated
theoretical
arguments or
concepts. Has vague
sense of the
normative and
ethical components of
the discipline.
Does not understand
the content or the
utility of theory.
Cannot apply
theoretical constructs
to contemporary or
historical problems.
Does not understand
normative or ethical
components of the
discipline.
Uses history as a
framework for
understanding
contemporary
politics. Has a welldeveloped
understanding of
patterns and their
disruption as a
critical part of the
Comprehends
historical trends in
both American and
international political
life. Makes
connections between
contemporary
political life and its
historical
antecedents.
Has a general
understanding of
history and its
relevance to
contemporary
politics. Thinks of
history in broad
outlines instead of
specific factors that
contribute to
Has little sense of
historical trajectory
and fails to make
connections between
the contemporary
world and the past.
Identify what assessment
milestones and tools to use.
Look for existing assessments in program courses that most
students take throughout the program.
• i.e. introduction to …
• Capstone
• Research paper
• Field based learning project
• Internship
Political Science Assessments
The Political Science Department uses multiple methods of
assessment as outlined below.
Student Portfolio
In the senior capstone course (84-401) students produce a
formal (bound) portfolio of what they consider to be their
best work in the major accompanied by reflective
statements on their political science career at UWO and on
each paper chosen for inclusion in the portfolio.
Political Science Assessments
Major Research Paper
In the senior capstone course (84-401) students produce and
present a major research paper that demonstrates qualitative
and/or quantitative research methods and analytical writing
abilities (examples of such assignments is appended).
Graduating Senior Survey
The Political Science Department also uses a graduating senior
survey to gain insight about the department’s ability to facilitate
student achievement of the learning goals, about what parts of
the program worked best for students, and what parts of the
program could be strengthened.
Align
Outcome
When/where Format
Which outcome?
When/Where?
What assessment format?
CORE COMPETENCIES
COURSE/PROGRAM
COMPONENT
Politics
84-401
Portfolio Reflections, Major Field
Text (ETS)
Historical Context of
Politics
84-101,105,115
84-401
Pre/Post Tests, Capstone Paper,
Portfolio Reflections, Major Field
Text (ETS)
Contemporary Politics
84-101,105,115
84-401
Pre/Post Tests, Capstone Paper,
Portfolio Reflections, Major Field
Text (ETS)
Civic and Global
Engagement
84-401
Portfolio Reflections
Analytical Ability
84-101,105,115,245
84-401
Pre/Post Tests, Portfolio
Reflections, Major Field Text (ETS)
Written and Oral
Communication
Skills
84-401
Portfolio Reflections, Capstone
Paper, Capstone Presentation
Political
Science
alignment
Pre/Post Tests, Capstone Paper,
Theoretical Context of
84-101,105,115,245
ASSESSMENT FORMAT
Analysis Process
Describe how you will analyze results
Department meeting/retreat
Sample process
ANALYSIS OF RESULTS FEEDBACK MECHANISMS
The Political Science Department offers two sections of the
capstone course each year. Instructors are asked to compile
assessment related measures from the portfolio, major paper and
presentation, and the major field and internal test. Instructors
are also asked to solicit student comments about program and
compile anecdotes about students’ post graduate plans. These
measures, along with all other assessment measures indicated
above, are discussed at an annual faculty retreat each summer.
Results are also used for required reporting on assessment and
student achievement. Because the Department is small, these
discussions can result in immediate curricular actions.
Alignment of Findings
Assessment Results?
Method/Con
text
What do
results tell
us about
learning?
Program
Response/C
hange
Sample Findings
Based on prior discussions of student learning outcomes, the following
changes were underway before 2009-2010:
offer the senior capstone course (PS401) every semester
offer the research methods course (PS245) every semester in a small class size
advise students to take PS245 early in career (sophomore year) to increase ability
to apply methods related skills to student research
The following changes were discussed at the 2009 summer retreat and
implemented over the course of 2009-2010:
increase upper division offerings during interim to reduce time to degree
alternate between American Politics focused faculty and Comparative Politics
International Relations focused faculty.
increase political theory sub-field offerings
design and implement a civil engagement emphasis/minor to improve student
achievement of learning goals
What will assessment of learning
tell us about the curriculum?
Curriculum characteristics
Organization of the Curriculum
Sequence-Are courses sequenced in a way to assist
students to develop knowledge and skills?
Articulation-How are courses related to one another?
How does each course build upon or support learning
from the previous course?
Coherence-Is there a logical consistency of a set of well
understood principles throughout the curriculum?
Curriculum Characteristics
Rigor-Are students challenged? Are students meeting
expectations put forth by the faculty?
Integration-Can students incorporate knowledge, behaviors,
and attitudes into their own lives?
Learning Process-Can you identify areas where students have
significant challenges with their learning? Where students
are successful?
Assessment Guidelines
I.
Program Goals and Intended Student Learning
Outcomes
II. Assessment Methods/Tools for Learning Outcomes
III. Analysis of Results Feedback Mechanisms
IV. Interpretation of Assessment Results
V. Assessment Results Used to Inform Change
Web Resources
Provost Webpage
http://www.uwosh.edu/provost/asses
sment