CRITERIA FOR
ASSESSING STUDENTS’ ACHIEVEMENT OF
COMMUNICATION COMPETENCE
I. DESCRIPTION OF THE GOALS/OBJECTIVES OF THE UNIT
A.
Unit has written goals and objectives.
B. Goals
and objectives have been operationalized; terms and concepts have been defined
in terms of identifiable and repeatable operations.
C. Unit
goals and objectives are linked to institutional mission.
D. Goals
and objectives are measurable.
E. Goals
and objectives are appropriate to unit.
F. Faculty
were involved in developing goals and objectives.
II.
GENERAL DESCRIPTION OF THE GOAL’S ASSESSMENT PROCESSES
A.
Unit’s assessment process emerges from a conceptual framework.
B. Unit
has long-term, ongoing timelines and completion dates for student assessment,
data collection and analysis, and expected improvement.
C. Unit
has clear, well-defined, and appropriate assessment techniques to measure every
goal and objective.
D. A
specific administrator is responsible to implement, oversee, and evaluate
assessment processes.
E. Unit’s
assessment techniques:
1. Use
reliable and valid measures.
2. Use
quantitative methods.
3. Use
qualitative methods.
4.
Assess cognition (general and specific knowledge).
5.
Assess skills (basic, higher order, and occupational).
6.
Assess observable behaviors.
7.
Assess affect (personal goals, attitudes, and values).
8. Use
representative sample populations.
9.
Evidence of appropriate intervals between data-collection points.
10. Use
state (dynamic) measures as opposed to trait (static) measures.
11.
Incorporate multiple judgments; e.g., faculty groups, external reviewers,
community, parents, etc.
12. Use
multiple assessment measures (not just FCQ’s, grades, program reviews,
GPA’s, classes taken, and/or course availability).
13. Link
regularly-scheduled Academic Program Reviews to unit-specific assessment
activities.
III. SPECIFIC
ASSESSMENT TECHNIQUES/METHODS
See
Assessment Criteria and Suggested Assessment Techniques and Methods.
IV.
DESCRIPTION OF RESULTS GENERATED BY THE UNIT’S ASSESSMENT PROCESS
A. Results
exist for each technique.
B. Data
integrity exists; e.g., data are valid, reliable, and free of bias.
C. Interpretability
of data (ability to inform) is evident.
D. Information is
timely; results are available in time to be useful.
V. HOW ASSESSMENT RESULTS ARE
INTERPRETED
A. Interpretation
exists for every goal and objective, result, and technique.
B. Interpretation
demonstrates longitudinal comparisons of results (year-to-year comparisons).
C. Interpretation of
data is appropriate for results.
D. Interpretation is
valuable in determining change.
VI.
HOW ASSESSMENT RESULTS ARE USED
A. Unit
evaluates assessment processes on a regular basis and makes indicated changes
based upon results.
B. Unit
uses assessment resources efficiently.
C.
Assessment provides feedback to students.
D.
Assessment provides feedback to the institution.
E.
Assessment initiates changes to the curriculum.
F.
Assessment initiates changes to student learning.
G.
Assessment initiates changes to teaching.
H.
Department follows up changes to see if they resulted in student
improvement.
I.
Student achievement assessment is tied to strategic or long-range
goals/planning.
J.
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).
K. Unit
routinely shares assessment activities/results with faculty, staff, and
students.
