OVERALL
PLAN TO REDESIGN UNIT'S STUDENT ACHIEVEMENT ASSESSMENT PROCESS
UNIT:
_______________________
DATE:
_______________________
ASSESSMENT
COORDINATOR: __________________________________________
GOALS (See Criteria):
ASSESSMENT PROCESSES(See Guidelines):
ASSESSMENT TECHNIQUES/METHODS (See
Suggested Techniques and Methods):
RESULTS GENERATED BY ASSESSMENT (See
Criteria):
HOW ASSESSMENT RESULTS ARE INTERPRETED (See Criteria):
HOW ASSESSMENT RESULTS ARE USED (See
Criteria):
SHORT-TERM
REDESIGN PLANS
TIMELINE
FOR LONG-TERM REDESIGN PLANS
RESOURCE
NEEDS TO IMPLEMENT ASSESSMENT PLANS
SAMPLE REDESIGN PLAN
ARCHITECTURE
DEPARTMENT
OVERALL
PLAN TO REDESIGN UNIT'S STUDENT ACHIEVEMENT ASSESSMENT PROCESS
GOALS:
* Unit has
written goals and objectives that are measurable and appropriate to unit.
However, all faculty in the department will revisit these goals to
determine if any changes are required.
ASSESSMENT PROCESSES:
* Unit's
assessment process does not emerge from a conceptual framework.
Therefore, the department will incorporate the institutional framework
that assesses cognition, affect, and behavior.
ASSESSMENT TECHNIQUES/METHODS:
*
Unit will incorporate some multiple-measure techniques to demonstrate
student achievement.
-- Unit will
create a rising-junior examination that tests all students' knowledge
(cognition) of the four departmental goals:
1. Able
to read and assess arguments in a field that is notorious for its
contentiousness.
2. Familiar
with the major theoretical positions that have influenced architectural
thinking.
3. Familiar
with the nature of data in at least one of the subfields and the ability to
construct arguments using those data.
4. Familiarity
with the basic concepts of the discipline.
-- Specific
criteria for senior theses will be developed.
All faculty in the department will be involved in the development of
these criteria. The criteria will
test the cognition and behavior components of student learning; e.g., knowledge
and skills and will address the four departmental goals for student learning.
-- Unit will
survey current students regarding their impressions of the education they are
receiving at UCCS. This assessment
technique will evaluate the affect (attitude) component of the conceptual
framework.
-- Unit will
gather alumni data that indicate employment and/or graduate school success.
RESULTS GENERATED BY ASSESSMENT:
* Qualitative
and quantitative data will be gathered from theses.
* Quantitative
data will be provided from the rising-junior examination to better demonstrate
student learning.
* Current
Student Survey will be collected.
* Quantitative
data will be collected from alumni surveys coordinated through the Office of
Institutional Research to determine if changes in teaching, learning, or
curriculum are needed.
HOW ASSESSMENT RESULTS ARE INTERPRETED:
* Quantitative
data from the rising junior exam and current student survey and each will be
compared longitudinally (from year to year) to determine if improvements are
occurring over time.
HOW ASSESSMENT RESULTS ARE USED:
* Qualitative
and quantitative data from the thesis component of assessment will be used to
create curricular changes.
* Results
from the rising junior examination and alumni surveys will be used to make
curricular and learning changes.
* Results
from the current student survey will be used to create changes in advising and
teaching and provide feedback to students.
Note: All results
will be provided to the Office of Institutional Research to feed into
institutional planning and decision-making processes.
SHORT-TERM
REDESIGN PLANS
During the
summer semester, 1996, the faculty will develop specific criteria for senior
theses. All faculty in the
department will be involved in the development of these criteria.
The criteria will test the cognition and behavior components of student
learning (e.g., knowledge and skills) applied to the four departmental goals.
The newly-designed criteria will be pilot tested in academic year
1996-97. Student theses will then
be evaluated in the summer semester of 1997 to determine if the criteria should
be maintained or revised.
TIMELINE
FOR LONG-TERM REDESIGN PLANS
AY 1996-97 Unit
will survey current students in spring, 1997, to determine their impressions of
the education they are receiving at UCCS. This
assessment technique will evaluate the affect (attitude) component of the
conceptual framework and will be completed every third year.
(Dependent on resource allocation to cover printing, mailing, data
collection/analysis costs.)
AY 1997-98 Unit
will create a rising-junior examination that tests all students' knowledge
(cognition) of the four departmental goals:
1. Able
to read and assess arguments in a field that is notorious for its
contentiousness.
2. Familiar
with the major theoretical positions that have influenced architectural
thinking.
3. Familiar
with the nature of data in at least one of the subfields and the ability to
construct arguments using those data.
4. Familiarity
with the basic concepts of the discipline.
The exam will be administered in spring, 1998, to all rising juniors and
results will be examined to determine necessary changes in teaching, learning,
or curriculum. This exam will be
given annually. (Dependent on
resource allocation to cover exam development, printing, and data
collection/analysis costs.)
AY 1998-99 Unit
will gather alumni data that indicate employment and/or graduate school success
from the Office of Institutional Research.
These data will be examined to direct future changes in teaching,
learning, or curriculum. This
survey data will be collected and evaluated every two years.
RESOURCE
NEEDS TO IMPLEMENT ASSESSMENT PLANS
AY
NEED AMOUNT
1996-97
Offload for department's assessment coordinator.
$2,000
1996-97
Printing, mailing, and data collection/analysis costs to implement $2,500
current student survey in AY 1996-97.
1997-98
Development, printing, and data collection/analysis costs
$8,000
to implement rising-junior exam.
