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Faculty Guidelines

Academic Program Assessment

The college systematically measures academic performance and programs against student learning outcomes and uses the information as a basis for sound decision making.

Types of Learning Outcomes

  • Institutional – Result of overall student experience
  • Program – Result of finishing a program
  • Course – Result of completing a course

Process

Learning outcomes at all levels (course, program, institutional) are defined, tracked, and monitored for student mastery of basic skills and competencies. Institutional learning outcomes are assessed at the course and program level. Each program is correlated to several or all institutional outcomes so that each program contributes to the assessment of student learning at the institutional level. A curriculum map provides evidence that all learning outcomes are mapped to be assessed within the program, and that each program is used to assess several or all institutional outcomes. 

Similarly, each course is correlated to one or more institutional outcomes so that each course contributes to the assessment of student attainment at the institution level. A curriculum map provides evidence that all learning outcomes are mapped to be assessed within the course, and that each course is used to assess one or more institutional outcomes. 

Finally, each course is also correlated to one or more program outcomes so that each course contributes to the assessment of student learning at the program level. A curriculum map provides evidence that all learning outcomes are mapped to be assessed within the course, and that each course is used to assess one or more program outcomes. 

The college uses the same process for all educational program assessments, including all student learning outcomes. The process is a continuous reiteration of the Eight Stages of Outcome Assessment model at the program level. The first five stages of the outcome assessment model are formative. Formative assessment occurs at the beginning of the course or program where desired outcomes, assessment activities, levels of achievement, and strategies are defined. The last three stages of the outcome assessment model are summative. Summative assessment occurs at the end of a course or program where it is determined if actual outcomes have been achieved and to provide statistics for internal or external accountability purposes. 

Academic programs have recognized that, as benefits or outcomes of the planning process, they have:

  • data on which to base decision-making.
  • a process to measure performance.
  • the means for addressing gaps or weaknesses in department operations.
  • an action plan to improve department operations.
  • a process to assess the effect of changes to a department.
  • a way to enhance or improve efficiency in the daily functions of the department.
  • a documented process of measuring performance against the college mission.

Standards & Guidelines

(a) Institutional – Institutional Learning Outcomes
  • The Institutional Outcomes represent a set of skills and level of knowledge that students can demonstrate after completing their education requirements: 1) Critical/Creative Thinking, 2) Communication, 3) Cultural Literacy, and 4) Information/Technical Literacy.
  • Review ILOs at least twice in 3 years (can stagger reviews).
  • Include results of program assessment that directly link with the ILOs.
  • Results should be reported for ILOs by campus and by delivery mode (FTF, Hybrid, and Online).
  • Results should be reviewed and discussed by all faculty who teach in the program to determine use of results (changes to be made). Chair or Assistant Chair could compile results and lead review and analysis.
  • Include use of results for all ILOs regardless of level of achievement.
  • Results for each ILO (including use of results) should be submitted to Institutional Effectiveness between May 31 and August 31 each year. Use template (http://www.daytonastate.edu/ie/assessmodel.html).

(b) Programs – Program Learning Outcomes
  • Review all PLOs at least twice in 3 years (can stagger reviews)
  • Include results of core courses. Do not need to include any electives. Include fall and spring semesters; summer is optional.
  • Results should be reported for each PLO by campus and by delivery mode (FTF, Hybrid, and Online).
  • Results should be reviewed and discussed by all faculty who teach in the program to determine use of results (changes to be made). Chair or Assistant Chair could compile results and lead review and analysis.
  • Include use of results for all PLOs regardless of level of achievement.
  • Results for each program (including use of results) should be submitted to Institutional Effectiveness between May 31 and August 31 each year. Use template (http://www.daytonastate.edu/ie/assessmodel.html).

(c) Courses – Student Learning Outcomes
  • Review all Student Learning Outcomes at least twice in 3 years (can stagger reviews).
  • When reporting results, all students registered in the class must be taken into consideration. All students including F, I and Ws must be included in the total or otherwise taken into account.
  • Do not use class average or assignment average to report results. Results must reflect whether the students achieved the targeted level of achievement.
  • Each SLO should have at least one assessment measure. Results should be reported for each assessment measure.
  • Results should be reported for each SLO by campus and by delivery mode (FTF, Hybrid, and Online).
  • Lead instructor should compile results each semester and at least annually review with all faculty who teach the course to determine use of results (changes to be made).
  • Use of results should be identified for all SLOs whether the target was achieved or not.
  • Results for each course (including use of results) should be submitted to Institutional Effectiveness between May 31 and August 31 each year. Use template (http://www.daytonastate.edu/ie/assessmodel.html).