This (plan) provides a description of an assessment process which places the faculty, individually and collectively, in charge, and defines an administrative structure which will promote and support assessment activities.

By using various planning tools such as surveys, exercises, meetings, and electronic communications, the plan represents an institution-wide conceptualization of the assessment process shaped by the faculty. The conceptual framework presented in this report has been implemented and tested within the institution and proven to be realistic. The assessment process originates and returns back to the unit mission, goals and objectives. It also considers inter-unit impact of the assessment process and opens up channels which could lead to a change in institution's mission, goal and objectives. Inclusion of all decision making units in the assessment process will definitely increase the likelihood of leading to institutional improvement.

The plan aims to integrate assessment with the academic functions of the institution and to support and strengthen assessment as part of the academic culture. The report shows that assessment is already a part of the academic culture of UMM. At the same time, the campus needs a common language which will ease the communication between units and create an infrastructure which will promote, motivate and support the units. Implementation of the assessment process showed that the timeline is realistic and fast enough to produce reliable input in the direction of institutional improvement. The administration part of the UMM assessment process proposes a unique and innovative unit: Center for Student Learning and Faculty Teaching. This organizational structure places the assessment where it belongs, underscores faculty ownership, and emphasizes that student learning is an outcome of faculty teaching and can not be improved without addressing faculty instructional development.

As it is well known, assessment is an ongoing process. We hope to see many changes in the process in the future that will increase the effectiveness and efficiency of the assessment. The plan promotes a solid and modest start at which the faculty will feel comfortable. It stays away from a "perfect" plan which will not give an opportunity to constant improvement by faculty learning from each other.

(JUNE 1995) A TASK FORCE CREATED A PLAN ON THE ASSESSMENT OF STUDENT LEARNING.

(JUNE 1996) NCA NOTIFIED UMM THAT THE ASSESSMENT PLAN HAD NOT BEEN APPROVED.

REASONS:

MISSING DETAILS

FACULTY PARTICIPATION AND AWARENESS

SLOW

ASSESSMENT COMMITTEE

"EVIDENCE OF UMM TAKING ASSESSMENT OF STUDENT LEARNING SERIOUSLY"

(NOVEMBER 1996) CAMPUS ASSEMBLY APPROVED MEMBERSHIP OF A TASK FORCE

(NOVEMBER 1996) AN INTERIM DIRECTOR HAD BEEN APPOINTED

(NOVEMBER 1996) UMM ASSESSMENT OF STUDENT LEARNING WEB SITE HAD BEEN CREATED

(DECEMBER 1996) TASK FORCE DESIGNED A UNIT ASSESSMENT OF STUDENT LEARNING SURVEY AND SEND IT TO THE ALL FACULTY

(DECEMBER 1996) TASK FORCE PREPARED A PROGRESS REPORT AND SUBMITTED TO NCA.

(FEBRUARY 1997) CAMPUS ASSEMBLY APPROVED THE BY-LAW AMENDMENT PROPOSAL ESTABLISHING THE ASSESSMENT OF STUDENT LEARNING COMMITTEE AS OF SEPTEMBER, 1997

(FEBRUARY 1997) SECOND SURVEY ON ASSESSMENT OF STUDENT LEARNING SEND TO THE DISCIPLINES (27 DISCIPLINES RESPONDED TO THE SURVEYS, 2 DID NOT)

(MARCH 1997) A SURVEY SEND TO THE CO-CURRICULLAR ACADEMIC PROGRAMS

(MARCH 1997) TASK FORCE WORKED ON GENERAL EDUCATION ASSESSMENT

(APRIL 1997) A REVISED ASSESSMENT PLAN HAD BEEN PREPARED BY THE TASK FORCE

(APRIL 1997) THE REVISED PLAN HAD BEEN APPROVED BY THE CAMPUS ASSEMBLY

(MAY 1997) AN INNOVATIVE PROPOSAL ON A "CENTER FOR STUDENT LEARNING AND FACULTY TEACHING" HAD BEEN CREATED

(MAY 1997) AN ASSESSMENT OF STUDENT LEARNING EXIT SURVEY ON GENERAL EDUCATION AND MAJORS HAD BEEN DESIGNED AND IMPLEMENTED

(MAY 1997) THE REVISED PLAN HAD BEEN SEND TO NCA IN THE FORM OF A SECOND PROGRESS REPORT FOR APPROVAL

(JUNE 1997) THE GRANT PROPOSAL FOR THE "CENTER FOR STUDENT LEARNING AND FACULTY TEACHING" HAD BEEN ACCEPTED

(JULY 1997) NCA APPROVED THE REVISED PLAN


FIGURE 4. AREAS OF ASSESSMENT AND EXAMPLES OF ASSESSMENT INSTRUMENTS

Organization Nov. '96-

Jan. '97

Set up Assessment Committee Feb. '97
Meet with Committees Jan. '97
Create a Web SiteDec. '96
Budget for the assessment Activities Jan. '97
Planning Jan. '97-

May. '97

Planning Survey & Exercise (Disciplines) Feb. '97
Unit Assessment Plans

Disciplines

Co-curricular Academic Programs

Apr. '97
General Education Assessment Plan June '97
Integration with Institutional Effectiveness May. '97
Implementation Oct. '97-

Nov. '97

Unit Implementation Reports

Disciplines

Co-curricular Academic Programs

Nov. '97
General EducationNov. '97
Dissemination Nov. '97-

Dec. '97

Dissemination of Assessment results across the units Dec. '97
Moving the Results through Appropriate Channels Dec. '97
Overall Assessment of the Assessment Process Oct. '97-

Dec. '97

Determination of Problems Dec. '97
Looking for Evidence on Impact of Assessment on Student Learning Dec. 97
Academic Cost & Benefit Analysis Dec. '97
Beginning of the Next Cycle Jan. '97

ASSESSMENT PLAN FOR THE GENERAL EDUCATION

QUALITY OF THE UNIT ASSESSMENT PLANS

STATE EXPECTED OUTCOMES IN EXPLICIT AND BEHAVIORAL TERMS

ELIMINATE "NON-MEASURES" SUCH AS COMPLETION OF COURSES & TRANSCRIPT ANALYSIS

ASSESSMENT OF STUDENT LEARNING ACROSS A DISCIPLINE

IMPLEMENTATION OF UNIT ASSESSMENT PLANS INCLUDING GENERAL EDUCATION

UTILIZATION OF THE RESULTS (IMPACT ON THE STUDENT LEARNING)


I. The Context for Planning 2II. The Institutional Mission and Goals Error!III. Goals of the Curriculum 4III.1. Process of Liberal Learning 4III.2. Expanding Perspectives 5III.3. The Major 6IV. The Conceptual Framework for the Assessment of Student Learning 6IV.1. Unit Goal/Mission 8IV.2. Learning Objectives 11IV.3. Expected Outcomes 11IV.4. Assessment Methods and Tools 11IV.5. Observed Outcomes 12IV.6. Action 13IV.7. Impact on the Students' Learning 13IV.8. Back to the Unit Goal/Mission 13V. Assessment of the Disciplinary and Interdisciplinary Major Programs 15VI. Assessment of the General Education 17VII. Assessment of the Co-curricular Academic Programs 22VIII. Integration of Assessment of Student Learning Activities With Other Campus processes 22IX. Administration of the Assessment Process 23XI. Timetable for Implementation 26appendices 30 List of Units 31Disciplines 31Programs 31Committees 31 Some of the Current Activities Related with the Assessment of Students' Learning 32Institutional (Indirect Measures) 33Discipline/program level(Some examples) 33 Summary of the Discipline Assessment Methods and Tools 36 Discipline Assessment of Students' Learning Plans 39 Assessment of Students' Learning Planning Exercise and Survey for the Disciplines 86 Form for the Assessment of Students' Learning: Unit Plans for the Disciplines 91 Form for the Assessment of Students' Learning: Unit Plans for the Co-curricular Programs 95



THE TWO MAIN TOPICS THAT PLAYED THE IMPORTANT ROLE ON THE DETERMINATION OF THE GENERAL EDUCATION ASSESSMENT WAS THE APPROACH AND TIMING. THE TASK FORCE WANTS TO MAKE SURE THAT THE DECISIONS MADE AND IMPLEMENTED IN THE GENERAL EDUCATION ASSESSMENT ARE IDEAS COMING FROM THE FACULTY WHO ARE DIRECTLY INVOLVED WITH THE GENERAL EDUCATION. CURRENTLY, LEARNING OBJECTIVES FOR THE DIFFERENT GENERAL EDUCATION REQUIREMENTS ARE APPROVED BY THE CAMPUS ASSEMBLY AND PUBLISHED IN THE UNIVERSITY BULLETIN. TO ENSURE THAT GENERAL EDUCATION ASSESSMENT PLAN IS DEVELOPED AND OWNED BY THE FACULTY, APPROVED GENERAL EDUCATION LEARNING OBJECTIVES WILL BE SEND TO THE INDIVIDUAL UNITS AND FACULTY IN CHARGE OF TEACHING GENERAL EDUCATION COURSES IN EACH AREA AND THESE UNITS WILL BE ASKED TO ELABORATE LEARNING OBJECTIVES, PRODUCE EXPECTED OUTCOMES, AND SUGGEST APPROPRIATE ASSESSMENT METHODS AND TOOLS. THE INPUT FROM INDIVIDUAL UNITS WILL BE INTEGRATED AND ANALYZED BY THE GENERAL EDUCATION COMMITTEE. THE TASK FORCE WILL WORK CLOSELY WITH THE GENERAL EDUCATION COMMITTEE. SINCE THE UMM IS IN THE PROCESS OF SWITCHING TO SEMESTER SYSTEM IN THE FALL OF 1999, LEARNING OBJECTIVES WHICH WILL CONTINUE TO EXIST AND ARE NOT CURRENTLY IN PLACE (BUT EVENTUALLY BE IMPLEMENTED) WILL BE INCLUDED IN THE ASSESSMENT AREAS.

THE FOLLOWING TABLES SUMMARIZES THE LEARNING OBJECTIVES FOR THE QUARTER AND SEMESTER SYSTEMS AND IDENTIFIES THE RELATED UNITS (DISCIPLINES) THAT WILL ELABORATE OBJECTIVES AND SUGGEST ASSESSMENT METHODS.

THE TASK FORCE IS IN A PROCESS OF CREATING SOME ASSESSMENT METHODS AND TOOLS, SUCH AS ASSESSMENT OF STUDENT LEARNING EXIT SURVEY/TEST, WHICH WILL PRODUCE INPUT TO THE GENERAL EDUCATION COMMITTEE AND TEST POSSIBLE DIRECTIONS THAT CAN BE FOLLOWED IN THE FUTURE.


DisciplineAssessment Methods & Tools
Art HistoryMonitored progress of majors(small scale of campus and 3 faculty in the discipline facilitates this process), critical reviews of the local art exhibits, internships, performance in MAP, UROP, admission to graduate programs, performance in graduate programs, success in employment, specially designed exams, course assessment
Studio ArtClassroom observation, tests, pre and post testing, class and individual critiques, portfolio reviews, individual review by the faculty of all junior and senior art students, and all student and senior exhibitions
BiologyExams, lab reports, term papers, presentations, class participation, senior seminar, independent exams (GRE, MCAT, VCAT, etc.), success as graduates (as reported by independent contacts and work of UMM administrative offices), assessment in core courses, assessment of communication skills in Biological Communications I & II and senior seminar
ChemistryCourse assessment, research project and/or senior seminar, lab. reports, lab. notebooks, survey of graduates, acceptance rates, success rates in obtaining teaching/research fellowships, survey of graduating majors
Computer ScienceCourse assessment, quality & quantity of presentations and publications, quality & quantity of non-classroom experience
Elementary EducationVideo-taped lessons, observations by faculty, pre-professional skills test, blind scored writing proficiency essay, portfolio, case studies, research papers, Human Relations Competency essays, attendance and participation in multicultural events, rubrics, student self-evaluations, article reviews from professional journals, essay on philosophy of education, journals and logs
Secondary EducationVideo-taped lessons, observations by faculty, pre-professional skills test, blind scored writing proficiency essay, portfolio, case studies, research papers, Human Relations Competency essays, attendance and participation in multicultural events, rubrics, student self-evaluations, article reviews from professional journals, essay on philosophy of education, journals and logs
EnglishTesting, portfolios, self-reports, exit interviews, capstone experiences, presentations
FrenchContinuous in-class assessment, journals, analytical papers, spontaneous oral exams, research, performance on UROP, MAP, contributions to public fora and historical achieves, admission to graduate schools
GeologyConventional course assessment, GRE exams, geologic field book, senior seminar, performance in MAP, UROP, other presentations, post-graduate survey
GermanSpecially designed tests, reports by students, verbal interaction in class discussions, papers & essays, journals
HistoryTranscript analysis, portfolio(major file), essays (autobiographical and other), follow-up survey of graduates,
Latin American Areas StudiesTranscript analysis, quarterly seminar, student journals, instructor observations
Liberal Arts for the Human ServicesAssessment in core courses, internship assessed by field supervisor/journal/paper, career track of graduates
MathematicsPortfolio, placement exams, gateway/proficiency exams, survey of graduates, senior seminar, Putnam performance, specially designed exams, professional exams, GRE scores, graduate school acceptance rates, teaching licensure exams, self-report of learning, course projects, MAP/UROP/Campus Compact reports
PhilosophySenior thesis, specially designed exams, quizzes and papers, class discussions, presentations, one-to-one oral exchanges
PhysicsCourse assessment, lab reports, senior presentation
Political ScienceComprehensive exam in major/portfolio, student attitude survey, graduate/professional school admission tests
PsychologyGRE Psychology, exams, research projects, tutorial course/UROP/MAP, completion of core courses
SociologyCourse assessment, capstone independent project, capstone courses, admission to and success in graduate programs,
SpanishPortfolio including literary papers and audio tapes, unobstrusive measures, specially designed exams, presentations/speeches
Speech CommunicationThe capstone senior seminar, transcript analysis, portfolio, video tape record
Theater ArtsConventional testing and evaluation, portfolio, senior project, assessment of theatrical performance, audience response
Wellness and Sport ScienceTesting and judgment of participation, supervisor evaluation, pre and post fitness & wellness testing, testing and performance evaluations based on American Red Cross guidelines