Many university departments and programs are in the midst of developing
assessment plans. The increased interest in the design and implementation
of assessment plans is due to external and internal sources. External sources
include the public, accrediting bodies, and professional organizations,
to name a few, whereas internal sources include different university units.
These sources are interested in accountability issues and improving the
quality of higher education. Thus, these sources’ interests serve as a
driving force behind the need for a well-developed assessment plan. An
assessment plan that is well-developed, organized, and properly implemented
will lead to improvements in instruction, curriculum, and student learning.
1. what the program or department is doing?
2. why the department or program is doing what it says it is doing?
3. how the assessment plan and results will be used?
(Shaffer, 1992)
1. a statement of department or program needs,
2. an identified target of assessment and requirements associated with the identified target,
3. a good match between written objectives and measures used,
4. a statement addressing how assessment results will be used and by whom, and
5. a statement about funding and support for the design and implementation of the assessment plan.
A statement of department or program needs is a statement or series
of statements in which the department or program states its goals within
its college and the University. The department or program’s statement
is a statement of purpose. The statement specifies the role the department
or program plays within the University (University of Central Arkansas).
For examples of department or program’s statement of purpose, see the University
of Central Arkansas History
and Psychology programs’
assessment plans.
http://www.uca.edu/assess/histplan.htm
An assessment plan must identify the target of assessment and any
requirements associated with the target. Targets of assessment may
include, for example, graduate programs, undergraduate programs, major
programs, specific courses, or the general education curriculum. These
targets have different requirements. Requirements associated with these
targets vary and include standards or criteria established by professional
licensing or credentialing boards, professional accrediting agencies, faculty,
or university policy (Shaffer, 1992). For an example of how target
requirements are incorporated into an assessment plan, see the Chemical
Engineering department’s assessment plan at the University of Illinois.
http://www.oir.uiuc.edu/assessment/chemical_engineering.htm
A good match between written objectives and measures used is essential
in order to obtain the desired outcomes. The mismatch between written objectives
and measures used is a common flaw found in many existing assessment plans.
In designing an assessment plan, a program must constantly ask itself whether
the measures selected will, in fact, measure the intended outcomes of the
program. A program must also include specific criteria in its written objectives.
The criteria must be stated in measurable terms. Multiple measures need
to be developed for each written objective and included in the assessment
plan. For an example of the use of multiple measures, see the Psychology
program’s assessment plan at the University of Central Arkansas.
http://www.uca.edu/assess/psychplan.htm
Types of outcomes and informants need to be identified and clearly
stated in the department or program’s assessment plan. Types of outcomes
include, for example, cognitive skills, knowledge, attitudes / values,
behaviors, interests, appreciation, and socio-emotional adjustment (Moore,
1992). Types of outcomes desired will determine the sources of information
or informants. Informants may include entering students, current students,
exiting students or graduating seniors, alumni, and / or faculty (Shaffer,
1992). Multiple sources of information or informants are needed to provide
a realistic picture of the current state of the department or program.
For example, the Chemistry
department’s assessment plan at the University of Illinois uses multiple
informants.
http://www.oir.uiuc.edu/assessment/chemplan.htm
Frequency of data collection needs to be stated in the assessment
plan (Shaffer, 1992). Data collection, for example, may occur at the end
of a semester in a capstone course, involve a one-time project, or occur
on a yearly basis. Many programs’ assessment plans do not state when the
data are to be collected. When frequency of data collection is not
clearly stated, failure to implement an assessment plan is more likely
to occur. The assessment plan of the History
department at the University of Central Arkansas provides a good example
of time frames used to collect data.
http://www.uca.edu/assess/histplan.htm
The department or program’s assessment plan must include a statement
addressing how the assessment results will be used and by whom. This
key component is missing in many current assessment plans. Will the
results be used for internal decisions, such as program decision-making
or program change, or be used by external sources, such as accreditation
bodies? How the assessment results will be used and by whom not only
influences the design of the assessment plan but the reporting of assessment
results. Consumers of the data may include department heads, faculty, students,
alumni, administration, accreditation bodies, and / or the public (Shaffer,
1992).
The plan must include a statement about funding and support for the
design and implementation of the assessment plan. Examples are:
Moore, D. (1992). Shaping Department Goals and Objectives for Assessment,
Assessment Workbook.
Muncie, IN: Ball State University.
Shaffer, P. (1992). Designing a Department Assessment Plan, Assessment
Workbook. Muncie, IN: Ball
State University.