Five Year Cycle for Program and Institutional Assessment
Posted by Gail Roy (ngroy) on [PUBL_DATE]
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FIVE YEAR CYCLE FOR PROGRAM AND INSTITUTIONAL ASSESSMENT

Year 1 (2008-2009)

        ·            Research and examine various internal assessment methods to evaluate program and institutional effectiveness.

        ·            Educate Assessment Committee members on process, analysis and outcomes of internal assessment.

        ·            Collect and correlate Mission Statements from all programs and departments.

        ·            Narrative report written

Year 2 (2009-2010) Write a Davis Family Foundation grant for assessment costs.

        ·            Map curriculum (courses) to program outcomes for three programs: Arts and Sciences (which will incorporate assessment of the General Education Core), Precision Metals, and Accounting Information Systems.

        ·            Evaluate outcomes and course alignment

        ·            Develop rubrics for competency levels for all courses in the three programs above. (Three levels: introduction, reinforcement, competency)

        ·            Develop common assessment tools for each program to measure student competency. Identify artifacts to be collected and evaluation schedule.

        ·            Collect random samples of 20% of students for each course.

        ·            Map and align program outcomes to institutional mission, outcomes and definition of an educated person.

        ·            Analyze assessment data against Bloom’s taxonomy which most New England institutions are using as a benchmark for educational effectiveness.

        ·            Produce assessment summary report for the entire college, including findings of assessment, and a recommended action plan for Year Three, built on the results of Year Two findings.

Year 3 (2010-2011

        ·            Present previous year’s work and Year Three action plan to the entire college community.

        ·            Continue Curriculum Mapping (courses) to program outcomes for remaining programs, evaluating outcomes and course alignment.

        ·            Select three programs per semester to evaluate.

        ·            Develop rubrics for competency levels for all courses in the three programs above. (Three levels: introduction, reinforcement, competency)

        ·            Develop common assignment tools for each program to measure student competency. Identify artifacts to be collected and evaluation schedule.

        ·            Collect random samples of 20% of students for each course.

        ·            Map and align program outcomes to institutional mission, outcomes and definition of an educated person.

        ·            Analyze assessment data against Bloom’s taxonomy which most New England institutions are using as a benchmark for educational effectiveness.

        ·            Produce assessment summary report for the entire college, including findings of assessment, and a recommended action plan for Year Four, built on the results of Year Three findings.

Year 4 2011-2012

        ·            Present previous year’s work and Year Four action plan to the entire college community.

        ·            Select three programs per semester to evaluate.

        ·            Develop rubrics for competency levels for all courses in the three programs above. (Three levels: introduction, reinforcement, competency)

        ·            Develop common assignment tools for each program to measure student competency. Identify artifacts to be collected and evaluation schedule.

        ·            Collect random samples of 20% of students for each course.

        ·            Map and align program outcomes to institutional mission, outcomes and definition of an educated person.

        ·            Analyze assessment data against Bloom’s taxonomy which most New England institutions are using as a benchmark for educational effectiveness.

        ·            Produce assessment summary report for the entire college, including findings of assessment, and a recommended action plan for Year Five, built on the results of Year Four findings.

Year 5 2012-2013

        ·            Present previous year’s work and Year Five action plan to the entire college community.

        ·            Select three programs per semester to evaluate.

        ·            Develop rubrics for competency levels for all courses in the three programs above. (Three levels: introduction, reinforcement, competency)

        ·            Develop common assignment tools for each program to measure student competency. Identify artifacts to be collected and evaluation schedule.

        ·            Collect random samples of 20% of students for each course.

        ·            Map and align program outcomes to institutional mission, outcomes and definition of an educated person.

        ·            Analyze assessment data against Bloom’s taxonomy which most New England institutions are using as a benchmark for educational effectiveness.

        ·            Produce assessment summary report for the entire college, including findings of assessment, and a recommended action plan for Year Five, built on the results of Year Four findings.

        ·            Full assessment and review of previous actions. Analyze and fine-tune previous years work, and establish schedule and activities for next five-year cycle.

Last changed: Apr 07 2010 at 10:51 AM