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Criteria for Assessing Student Achievement of Communication Competence
General Description of the Goals/Objectives of the Unit
- Unit has written goals and objectives.
- Goals and objectives have been operationalized; terms and concepts have been defined in
terms of identifiable and repeatable operations.
- Unit goals and objectives are linked to institutional mission.
- Goals and objectives are measurable.
- Goals and objectives are appropriate to unit.
- Faculty were involved in developing goals and objectives.
General Description of the Goal's Assessment Processes
- Unit's assessment process emerges from a conceptual framework.
- Unit has long-term, ongoing timelines and completion dates for student assessment, data
collection and analysis, and expected improvement.
- Unit has clear, well-defined, and appropriate assessment techniques to measure every
goal and objective.
- A specific administrator is responsible to implement, oversee, and evaluate assessment
processes.
- Unit's assessment techniques:
 | Use reliable and valid measures. |
| Use quantitative methods. |
| Use qualitative methods. |
| Assess cognition (general and specific knowledge). |
| Assess skills (basic, higher order, and occupational). |
Assess observable behaviors.
Assess affect (personal goals, attitudes, and values).
Use representative sample populations.
Evidence of appropriate intervals between data-collection points.
Use state (dynamic) measures as opposed to trait (static) measures.
Incorporate multiple judgments; e.g., faculty groups, external reviewers, community,
parents, etc.
Use multiple assessment measures (not just FCQ's, grades, program reviews, GPA's,
classes taken, and/or course availability).
Link regularly-scheduled Academic Program Reviews to unit-specific assessment
activities.
Specific Assessment Techniques/Methods
See Assessment Criteria and Suggested Assessment Techniques and Methods.
Description of Results Generated by the Unit's Assessment Process
- Results exist for each technique.
- Data integrity exists; e.g., data are valid, reliable, and free of bias.
- Interpretability of data (ability to inform) is evident.
- Information is timely; results are available in time to be useful.
How Assessment Results are Interpreted
- Interpretation exists for every goal and objective, result, and technique.
- Interpretation demonstrates longitudinal comparisons of results (year-to-year
comparisons).
- Interpretation of data is appropriate for results.
- Interpretation is valuable in determining change.
How Assessment Results are Used
- Unit evaluates assessment processes on a regular basis and makes indicated changes based
upon results.
- Unit uses assessment resources efficiently.
- Assessment provides feedback to students.
- Assessment provides feedback to the institution.
- Assessment initiates changes to the curriculum.
- Assessment initiates changes to student learning.
- Assessment initiates changes to teaching.
- Department follows up changes to see if they resulted in student improvement.
- Student achievement assessment is tied to strategic or long-range goals/planning.
- Assessment results are used in unit-specific decision making, planning, and budgeting
processes (e.g., initiatives, rewards, penalties for failure to perform appropriate
assessment activities).
- Unit routinely shares assessment activities/results with faculty, staff, and students.
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