Standard 14: Learning Assessment Subcommittee Member Introductions

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Standard 14 Learning Assessment
SubcommitteeMember Introductions

• Paul Bauer, Enrollment Management
• Robyn Berkley, Lally School of Management
• June Deery, Language, Literature Communication
• Debbie Kaminski, MANE
• Mike Kalsher, Cognitive Science
• Charlie Malmborg, DSES (co-chair)
• John Mitchell, Mathematical Sciences
• Lee Odell, Language, Literature Communication
• David Spooner, Computer Science
• Julie Stenken, Chemistry
• Pamela Theroux, HSS, CIUE (co-chair)

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Standard 14 Learning Assessment
SubcommitteeMeeting Agenda for April 29, 2004

• Introductions
• Weekly Meeting Schedule May 17 August 23
• Wednesdays 200-300 PM?
• Middle States Accreditation (Bob Conway)
• Subcommittee Objectives (Pamela Theroux)
• Data Resources (Jack Mahoney)
• Subcommittee Webpage
• Overview of RPI Degree Programs
• Discussion of Fundamental Elements
• Potential Questions for Baenninger Visit on 5/13

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Standard 14 Learning Assessment
SubcommitteeMeeting Agenda for April 29, 2004

• Review of Materials Distributed to Date
• Learning Assessment Options and Resources
• Handbook at a Glance
• Standards 1-14 at a Glance
• Assessment Guide (Parts I, II III)
• Steering Committee Timeline
• St.Marys Standard 14 Charge Questions
• Materials Distributed Today
• Student Learning Assessment Handbook

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Fundamental Elements

• Articulated Expectations of Student Learning
  Consonant With the Institutes Mission, the
  Standards of Higher Education and the Relevant
  Disciplines
• Institution Level
• Degree/Program Level
• Course Level

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Fundamental Elements

• A Plan Describing Student Learning Assessment
  Activities Being Undertaken by the Institution
• Specific Methods to be Used to Validate
  Articulated Student Learning Goals/Objectives

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Fundamental Elements

• Evidence That Student Learning Assessment
  Information is Used to Improve Teaching and
  Learning

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Fundamental Elements

• Documented Use of Student Learning Assessment
  Information as Part of Institutional Assessment

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Optional Analysis and Evidence

• Evidence of Assessment Approaches Deriving from
  the Institutes Mission Which Incorporate
  Outcomes such as
• Cumulative Learning
• Analytical and Information Skills
• Specific Competencies
• Knowledge and Cognitive Abilities
• Student Attitude Development
• Growth, Life Skills, Activity Involvement,
• Physical Skills and Techniques

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Optional Analysis and Evidence

• Analysis of Assessment Results Including
• Basic Skill Development Programs
• Subject Area Knowledge
• Development of General Education and Lifelong
  Learning Skills
• Attitudes and Values that Relate to the Mission
  of the Institution and the Programs of Study

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Optional Analysis and Evidence

• Analysis of Direct/Indirect Indicators of Student
  Achievement Including Parity of Outcomes Across
  Different Student Groups such as
• Persistence and Graduation Rates
• Student Satisfaction and Other Evidence of
  Student Goal Attainment
• Licensure Examination Results
• Alumni Satisfaction and Achievement

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Optional Analysis and Evidence

• Analysis of Results from a Variety of Assessment
  Strategies Including
• Standardized Tests
• Local Comprehensive Tests
• Course-Embedded Assessment
• Self-Reported Measures
• Portfolio Assessment

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Optional Analysis and Evidence

• Analysis of Course, Department or School Reports
  on Classroom Based Assessment Practices and Their
  Outcomes Including Grading Approaches and Their
  Consistency

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Optional Analysis and Evidence

• Evidence Assessment Findings are Used to Assist
• Students in Improvement of Their Learning
• Faculty in Curriculum Development/Instruction
• Reviewing Academic Programs/Support Services
• Planning/Conducting/Supporting Professional
  Development
• Planning/Budgeting for Provision of Academic
  Programs and Services