Student Learning Assessment Program Response to Summary Form Undergraduate Programs 2010 Department: Biological Sciences, Clinical Laboratory Sciences Category Learning Objectives Level* Level 2, B.S. Clinical Laboratory Sciences How, Where, and When Assessed Level 1-2, B.S. Clinical Laboratory Sciences Expectations Level 2, B.S. Clinical Laboratory Sciences Results How Results Will be Used Level 1-2, B.S. Clinical Laboratory Sciences Level 2, B.S. Clinical Lab Sciences Comments Objectives are program-specific and describe student behaviors. This set of objectives is more focused on student learning than program goals, so that is a good improvement over previous reports. You may want to break your first objective into several objective. It is very uncommon to have the entire content of a major enveloped in one objective. You have identified an annual survey for an indirect measure. It appears that you will administer this to graduating seniors. Where does this administration take place? You have started selecting assessment measures that directly evaluate student learning with the evaluation rubrics. In which classes are these rubrics used? Are there specific assignments for certain classes that will be used as assessment artifacts? Are you asking the hospital coordinators to complete a different assessment or do they administer the same rubrics? It would be helpful if you included copies of your rubrics with your next report. Let me know if you want help as you continue developing your measures. Expectations are given for the measures listed. Try to connect them more directly to your measures. For example, if you are using a rubric with a 5 point Likert scale, what is the average holistic score that would indicate that your students met your minimum standards? What holistic scores would indicate exceeding or not meeting expectations. As you begin to report results for your new assessment plan, you should indicate the number of students represented by averages and percentages, and then make sure that the numbers given correspond to the expectations listed. That is, if your expectations are in % of students that agree with a statement on a survey, then the results are the % of students that did agree; likewise, if you are using a holistic score from a rubric, give the number or percentage that attained those scores. Feedback loop in place, but the collection part of the loop is not apparent. The role of the faculty who teach the courses is not really addressed here. Also, you’ll want to discuss how results are shared and acted upon. While it looks like I’m asking a lot of questions, I am doing this to help guide you as your plan progresses. This program, however, is making progress with its assessment plan. * Levels should not be interpreted as grades or scores; they are stages of implementation based on patterns of characteristics described by North Central Association. These levels are approximations based on the information provided in the summaries. Please refer to the checklist for the Primary Traits listed for each level on the assessment web site at www.eiu.edu/~assess.