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Assessment Highlights

Identify Meaningful Outcomes

Learning outcomes are the foundation of effective curriculum design and assessment. They articulate what students are expected to know, do, or value as a result of their educational experiences. Recently, several units have undertaken the important work of updating their outcomes to ensure clarity, alignment, and relevance in a rapidly evolving academic landscape.

Academic Learning Outcomes

Art Education BFA embarked on a systematic review of their learning outcomes to address areas for improvement and align with recent program changes. Revisions were made to reflect the transition from a BA to a BFA, connect program learning outcomes to the assessment process introduced in 2022 by EHHS for student teaching (K-STEP), and simplify outcomes to better demonstrate program progression requirements. Faculty collaborated to revise outcomes, integrating feedback on best practices and aligning them with accreditation standards.

Business Management Technology AAB faculty incorporated feedback from the university's associate director of assessment to revise their learning outcomes and address identified areas for improvement. Faculty worked collaboratively to streamline and condense, ensuring greater specificity, measurability and stronger alignment with current courses. 

Co-Curricular Learning Outcomes

Division of Student Life implemented a robust planning and assessment strategy that integrates with the University's strategic roadmap, ensuring that all units regularly evaluate their impact on both university and division-level objectives. This process involves departments setting goals, defining operational and student learning outcomes, creating assessment plans and utilizing assessment data to drive continuous improvement in their programs and services.

 

How We Measure Success: Assessment Approaches or Measures

Do you know how žžÀ² State faculty and professional staff determine if students are learning and developing? Here are some direct and indirect exemplary examples:

Case studies are used to assess students' ability to apply theoretical knowledge to real-world scenarios. By analyzing complex, context-specific problems, students demonstrate critical thinking, problem-solving, and decision-making skills. Faculty use structured rubrics to evaluate the depth of analysis, creativity of solutions, and application of discipline-specific knowledge. (direct measure)

  • Example: Business Administration MBA Students collaborate in teams to complete a written case analysis as their final assignment in a series of four case submissions. The instructor evaluates the case using a course-specific rubric, while two members of the ACCBE Assessment Committee independently assess the same artifacts using the College's critical thinking and global mindset rubric. This dual evaluation process ensures consistency in grading and provides insights into students' critical thinking and global perspective development. (Click here for rubric) 

Employer satisfaction surveys provide valuable feedback on graduate performance in the workplace, assessing their readiness and ability to meet professional standards. These surveys help programs evaluate the effectiveness of their training and identify areas for improvement. (indirect measure)

  • Example: The Radiation Therapy program uses an employer satisfaction survey to assess graduates' ability to interpret treatment charts and accurately set up treatment parameters. Conducted 12 months post-graduation, the survey measures satisfaction on a scale of 1 (Dissatisfied) to 3 (Very Satisfied), with a target of 90% of employers reporting being satisfied or very satisfied. Data collected is analyzed by the Program Director to inform program enhancements

Exit surveys capture students' reflections on their learning experiences, perceived preparedness for careers or further study, and satisfaction with the program. The data helps identify opportunities to enhance curriculum and student support services. (indirect measure)

  • Example: Construction Management BS uses a senior exit survey to assess students' perceived achievement of key learning outcomes, including creating construction project cost estimates and schedules—critical pillars of the field. As part of ACCE accreditation, students rate their achievement on these outcomes, with a target of 70% rating "high" or "very high" in each category. 

Major Field Tests  are standardized assessments that benchmark student performance against national norms. The results provide valuable insights into program strengths and areas for enhancement by comparing outcomes to peer institutions. (direct measure)

  • Example: Chemistry and Biochemistry BS programs test knowledge of Chemistry is demonstrated by taking the Major Field Test (MFT) in Chemistry. The standard exam assesses mastery of the core foundational courses in chemistry; General Chemistry and/or Organic Chemistry, Physical Chemistry, Analytical Chemistry and Biochemistry. Acceptable Target is measured by aggregate scores in the 50th percentile or greater. 

Portfolios showcase a range of work completed throughout the program, providing a comprehensive view of skill development and learning progression. Faculty use rubrics to assess artifacts in portfolios for alignment with program-level learning outcomes. (direct measure)

  • Example: Communication Studies BA assesses multiple program learning outcomes through a Senior Portfolio in the capstone course COMM 46091: Senior Seminar. Using both original and adapted AAC&U VALUE rubrics, students demonstrate their ability to analyze, connect, and apply knowledge to their academic and professional journeys. The program typically aims for 80% of students to score 3 or above, from emphasizing critical thinking as essential for navigating complex information and making informed decisions to  analyzing diverse perspectives and situated lived experiences in communication settings. This assessment process provides flexibility for students to reflect on and integrate their learning experiences effectively.  (Contact value@aacu.org for licensed, editable rubrics)

Thesis defenses allows students to demonstrate their mastery of research, methodologies, and findings. Students present their work to a faculty panel, who evaluate their ability to articulate and defend their thesis, preferably using a detailed rubric. Key aspects assessed include clarity, analysis, engagement with literature, and critical thinking. This process ensures students meet high academic standards and are prepared to contribute to their field. (direct measure)

  • Example: Studio Art Division committees assess Master's thesis defenses by reviewing written work, observing the installation collectively, and providing real-time feedback during the defense. A written evaluation, detailing achievement levels for program learning outcomes, is submitted after the committee's deliberation. (Click here for review scoring form)

 

Using Evidence of Student Learning to Inform Important Decisions

Assessment is meaningful when we use the data to inform our work and improve our programs or services.

  • Middle Childhood Education BSE & Integrated Mathematics BSE shared assessment data with faculty to promote collaborative review and then refined the teacher preparation K-STEP rubric for clarity and consistency; also gathered additional K-STEP completion data to inform future improvements.
  • Nursing BSN faculty identified varying campus performance on licensure test pass rates (NCLEX), and recommended to enhance campus-specific review courses  and integrate core coursework with nursing practice to better align curriculum with licensure exam requirements.
  • Bachelor & Master of Business Administration assess traditional in-person and online programs separately, resulting in actions such as revising assessment measures to encourage student engagement in the process and ensure alignment across the two modalities.
  • Art Ed BFA & Studio Art BFA programs proposed revisions to program learning outcome (PLO) measurements and curriculum to better capture and address student learning and artistic development.

 

Using University Survey data

University-level assessment data are shared with the ACAA, deans, directors, chairs, and other leadership who often request to have more detailed information about their particular students or a group of specific interest to implement change. For example, National Survey of Student Engagement (NSSE) results have been used for additional insight when developing strategic plans. Several University divisions leverage NSSE data to inform planning including general education updates, grant submissions and metrics for the unit, while university leadership uses the insights to guide decisions and implement change.

Professional Development Opportunities

There are many ways to learn more about assessment! Check these out!

Workshops, one-on-one training and video tutorials for Watermark Planning & Self-Study (PSS), 

žžÀ² State implemented Taskstream by Watermark in the 2017-2018 academic year as part of a comprehensive plan to centralize resources and enhance communication about assessment. In fall 2023, the university upgraded to Watermark's Planning & Self-Study platform, further streamlining assessment processes and fostering alignment with institutional goals. žžÀ² State deans, directors, faculty, staff, and administrators are learning how to use Watermark PSS to report and review their assessment data. Want to learn this assessment tool? Contact our office at AAL Assessment

Assessment Support Group

Since July 2018, the žžÀ² State Assessment Support Group has continued to expand, welcoming all faculty and staff interested in the assessment of student learning. Members share challenges and achievements, cultivate strategies and skills, and develop expertise in assessment practices. Today, the group represents faculty and staff who are active Watermark users, promoting a culture of assessment across campus. Contact AAL Assessment and join us today!

Assessment Funds Award 

The Office of Accreditation, Assessment, and Learning, in collaboration with the Advisory Committee for Academic Assessment (ACAA), periodically offers awards (~$500) to support assessment-related activities. These funds are available to departments or programs making curricular or programmatic changes based on assessment results or developing innovative assessment approaches. Eligible uses include assessment planning, resources, professional development, or activities supporting program improvement. Award recipients must document the impact in their annual assessment report and may share highlights on the AAL website or at events, such as the Spring 2024 Assessment Appreciation Luncheon.

Conference Presentations
  • Shannon Helfinstine (Associate Director of Assessment) presented on žžÀ² State's Planning & Self-Study Integration for Student Learning and Beyond at the 2024 Watermark Engage conference. View her Watermark presentation. 
  • At the Association for the Assessment of Learning in Higher Education (AALHE) Conference 2023, Dr. Helfinstine presented on a panel titled, Demystifying General Education Assessment: Narratives from Multiple Institutions with colleagues from Bowling Green State University and the University of Akron. View her AALHE presentation.
  • Also at AALHE in 2019, Sarah (Yi-Chin) Wu (former Associate Director of Assessment) and Susan Perry (Associate Provost) shared the idea of applying "Communities of Practice" to enhance the assessment culture at žžÀ² - the basis of the Assessment Support Group still active today! View their presentation.
  • Brandon Shields (former Assessment and Accreditation Analyst in Ambassador Crawford College of Business and Entrepreneurship) and a colleague at Central Michigan University shared best practices for engaging faculty, methods to help students understand their performance on Assurance of Learning assessment, and how Assurance of Learning results can positively impact future courses and curriculum.

         

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