Assessment

Director’s of Undergraduate Studies (DUGS) Resources

DUGS Resources (to include on Hub)

  • Annual Program Assessment Report
  • Student Experience in the Research University (SEU) Survey

What is the purpose of an Annual Progress Report (APR) on assessment of student learning?

The purpose of the Annual Progress Report (APR) of Student Learning Assessment is to provide a continuous improvement process through meaningful assessment of student learning. Findings and discussions should guide collective actions for curricular change, better learning opportunities for students, improvement of teaching, and more effective academic support services.

Annual Progress Report (APR) Expectations

Each undergraduate academic baccalaureate program will complete an APR for each academic year.

  • Free-standing minors and certificates are also expected to complete an APR.
  • A minor or certificate that corresponds to a major may be embedded within that baccalaureate program's assessment report.

Each undergraduate program should assess a minimum of 3 SLOs and 3 courses each year.  Free-standing minors and certificates should assess a minimum of 1 SLO and 1 course each year.  

  • Each student learning outcome should be assessed by at least one direct assessment measure (e.g. case study, assignment, exam, presentation, etc.) identified by the faculty member.  The use of an indirect assessment measure (e.g. survey, ungraded reflection, etc.) can be used to supplement a direct assessment measure.  Also refer to the FAQ page for additional details.

A student learning outcomes curriculum map can be beneficial to the program to visualize where students are exposed to your student learning outcomes throughout your curriculum.  

A program should develop a plan to ensure that all of its identified program student learning outcomes are assessed within a 3-4 year cycle.

The APR should be reflective over that time period, and provide follow-up details to any planned action items in previous reports. 

All information provided in the APRs will remain confidential, and will not be used negatively against any program.

All APRs will be reviewed independently regarding assessment activities at the undergraduate level.  The reports will be shared, in particular, with the Higher Learning Commission (HLC) as part of the University’s next reaffirmation of accreditation review in 2025.

The Director of Undergraduate Assessment facilitates and guides the assessment process on campus for all undergraduate programs.

Assessment of Student Learning Process

Collaborative assessment efforts that leverages multiple streams of data converging to tell our student success story:

Additional efforts include,

  • RATE Assessments
  • National Study of Learning, Voting, and Engagement (NSLVE) data
  • Co-curricular assessments
  • Graduating senior survey and more

Annual Progress Report Format (link to slo website)

The Annual Progress Report on assessment of student learning should include the following information:

  1. What student learning outcomes will be assessed & what course each student learning outcome will be assessed in (minimum of 3 SLOs and 3 courses for majors and 1 SLO and course for minors/certificates)
  2. Describe the assessment measure(s) for each student learning outcome
    1. The measures used (at least one direct measure must be used for each student learning outcome).
    2. Where assessment tool place (list course, activity, etc.)
    3. Which and how many students were assessed, and term.
    4. Establish and describe the proficiency levels (below, at, and above) for expected student achievement for each SLO within your program.  
  3. Provide results for each student learning outcome assessed
    1. How many students or what percentage of your students were assessed below, at, or above proficiency?  
  4. Describe how the results were shared and discussed with all program faculty and staff, and what was learned from those discussions
    1. Consider how to include students in these conversations as well.
  5. What actions and/or revisions, if any, will be implemented based on your findings (i.e. curricular changes, change in courses used to assess, new or different assessment measure, implementation of a rubric, etc.)?
    1. How do the changes enhance the program for future students?  

Suggested Assessment Timeline

Instructor Resources:

Student Learning Outcomes

  • How to write SLOs (new course)
  • Existing courses
    • How to review SLOs in Coursedog

Measures to assess student learning

Rubrics