Characteristics of a Mature Outcomes Assessment Program

 

The Faculty in the Department of Economics ascribe to the following principles regarding outcomes assessment:

 

1)      Our department desires to maximize student learning.  Therefore, we engage in outcomes assessment to inform ourselves how to improve our course and program delivery to improve student learning and performance.

2)      A culture of outcomes assessment is best developed at the department level because

i)        It is the level at which students and faculty interact. 

ii)       Curriculum, including formal and informal educational experiences, is defined and administered at the departmental level.  As such, the responsibility for instituting and documenting student learning lies at the department level.

3)      Our faculty knows that the College of Agriculture, the College of Liberal Arts and Sciences, and University administration support us in our endeavor to develop our outcomes assessment program and to enhance student learning.  The Student Outcomes Assessment, Curriculum, Academic Affairs, and Advising Committees at the college levels assist our department’s outcomes assessment program development, and also facilitate and enable reporting our success achieving ever improved student learning.

 

A mature, learner-outcomes-based undergraduate program fully accomplishes each item on this list of objectives to follow.  It is adapted from “Levels of Implementation – Patterns of Characteristics,” Addendum to the Handbook of Accreditation, March, 2000, 2nd Ed.  NCA-CIHE  pp. 8-13.  

 

I.       Culture

 

We will be recognized as a mature, learner-outcomes based program when we have :

 

1. published a mission statement that shows we are focused on student learning.

2. stated major learning goals for our students that are consistent with the learning goals of the Colleges of Agriculture and Liberal Arts and Sciences.

3. assembled assessment program materials that explain how our assessment program is administered and how the information is used to enhance student learning. 

4. documented how well the department’s teaching mission is being accomplished.

 

 

II. Faculty Responsibility

 

We will be recognized as a mature, learner-outcomes based program when we have :

 

1.   defined measurable objectives for each major learning goal of its program.  (e.g. How will one know that the major learning goals have been accomplished)?

2.  documented that faculty are using direct and indirect measures of outcome achievement and that these measures are consistent with program goals.

Where direct = recall; competency  

Indirect = performance; satisfaction

3.   all faculty knowledgeable and current in the practice of Outcomes Assessment.

      a.   documented that faculty assessment is done to explore and improve teaching.

b.   documented that faculty can explain the practices and principles of outcomes assessment used in our department and by our two colleges (LAS and Ag).

      c.   communicated with others inside and outside ISU about assessment practice.

 

 

III.    Administrative Responsibility

 

We will be recognized as a mature, learner-outcomes based program when we have:

 

1.   defined who is responsible for administrative oversight.

2.  provided support for outcomes assessment.

      a.  approved a budget line for the department’s assessment program

      b.  instituted and maintained recognition efforts

      c.  accounted for faculty and staff time spent conducting assessment

      d.  committed resources for faculty development and scholarly endeavors in outcomes assessment.

      e.   included assessment activities in the position descriptions for all faculty.

3.   defined and enacted implementation and improvement strategies at administrative levels.

 

 

IV.     Student Responsibility

 

We will be recognized as a mature, learner-outcomes based program when we have :

 

1.      knowledgeable students who can explain the principles, practices, and benefits of the assessment program.

2.      students participating in the continued development of the assessment program, and communicating formally and informally about the program with faculty and peers.

3.      students actively serving on assessment committees.

 

 

V. Structure of the Assessment Program

 

We will be recognized as a mature, learner-outcomes based program when we have:

 

1.   distributed an organizational chart of assessment activities and programs to stakeholders.

2.   designated an assessment program coordinator and standing committee.

3.   produced course syllabi stating learner outcomes which details how outcomes are measured, reported and used.

4.   sustained a system of data collection over time.

5.   regularly produced an annual report of our assessment program, in which the “feedback loop” is documented.

6.   documented changes in learning caused by changes in curriculum, academics and support services, inspired by our assessment activities, and communicated these changes to our program stakeholders.

7.   facilitated and coached assessment activities  conducted by committee members serving within and between departments.

 

VI.     Effectiveness of the Assessment Program

 

We will be recognized as a mature, learner-outcomes based program when we have :

 

1.   widely publicized explicit statements, supported by evidence, regarding success in student learning.

2.   established benchmarks against which students’ learning outcomes are assessed.

3.   publicly and regularly celebrated student learning, performance, and achievement.

 

 

 

last edited: April 15, 2004