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Skidmore College
815 North Broadway
Saratoga Springs, NY
12866-1632
FACULTY ASSESSMENT COORDINATOR
Sarah Goodwin
Office: Palamountain 305
(518) 580-8392
sgoodwin@skidmore.edu
ASSESSMENT FACILITATOR
Lisa Christenson
Office: Starbuck 201B
(518) 580-5024
lchriste@skidmore.edu
Assessment Plan Outline Example
(Attach explanatory documents as appropriate.)
|
What students should learn[1] |
How their learning will be assessed[2] |
How results will be analyzed and by whom[3] |
Assessment schedule[4] |
Process for the Department to implement any changes |
|
Communicate effectively, engagingly, and clearly in writing |
Student portfolios |
Dept. Curriculum Committee review at end of semester; writing rubric |
Spring 2003, 2005, 2007 |
Curriculum Committee review, then vote by full department |
|
Apply the principles of the field to solve problems |
Capstone course project |
Capstone instructors, end of semester; problem-solving rubric |
Spring 2004, 2006, 2008 |
same |
|
Apply their knowledge and ability to work in real world situations |
Internship |
Internship supervisor evaluations, reviewed by all Department faculty; specific applications evaluated |
Every semester |
same |
|
Know concepts, theories, and principles of the field |
Selected questions embedded in course examinations |
Reviewed by all Department faculty, using scale of 1-5 for each content area |
Results from three different courses reviewed each semester |
same |
|
Assess their knowledge and skills realistically |
Exit interview |
Notes of interviewers summarized for the faculty |
Every spring semester |
same |
|
Perform successfully after graduation |
Alumni survey |
1st and 5th year graduates assessed by mailed survey |
2005 and 2010 |
same |
Note: All results will be discussed with recommendations made by the entire faculty at the beginning of the Fall semesters.
[1] In the literature of assessment, these are usually referred to as “learning outcomes.” What should students be able to do, know, or value?
[2] One or more methods may be used for each learning outcome. When possible, direct assessments of student work should be used for assessment, but indirect methods may help flesh out the overall assessment. Direct methods include portfolios, work in capstone courses, embedded work such as research papers and examination answers, and student creative products such as art, dance, theatre, and writing.
[3] More than one faculty member should assess student work, not just the instructor of a course. Methods might include evaluations using rubrics or written summaries or statistical analyses.
[4] Some assessments should occur every year, but not everything needs to be assessed every year. Develop a cycle of assessment that might be one to three years long. Allow additional assessments to be developed as additional questions arise about student learning.
