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The Assistant Provost of Curriculum and Assessment and the University Assessment Council (UAC) are the coordinating resources for assessment and data-driven efforts to continuously improve instruction, student performance, academic effectiveness, student support services, and administrative functions on campus.

Assessment News

Now Assessing...

Fall 2019
The Psychology department's undergraduate assessment report from academic year 2018-19 is a great example of using assessment data to make a curricular change and then reassessing the impact of that change to find out if improvement resulted (it did!) When Robynn or I say "weigh pig, feed pig, weigh pig," this is what we mean.
August 2019
The program reviews from academic year 2018-19 have been completed and a summary of the results is available; about 15% of graduate programs and half of all undergraduate programs had some sort of follow-up action on assessment.

Area 2 of the GEF (Science and Technology) was assessed for both student learning as well as student perception via eSEI.

WVU-Morgantown completed its first institution-wide assessment of advising. This year the Academic Advising Council will review the data to make changes to the instrument and provide results back to academic units.

WVU was approved by the Higher Learning Commission to offer correspondence courses. More on this soon from WVU Online and the Teaching and Learning Commons!

A new web-based handbook for all Faculty Senators with curriculum review responsibilities was finished and launched via the Senate's Resources webpage.

Engaging with Assessment

October 2019

How Are We Doing?

A few years ago, Jankowski and Slotnick published an article on “The Five Essential Roles of Assessment Practitioners” (2015).  Every assessment professional, whether focused on overseeing assessment or on supporting assessment, engages in all five of these roles to varying degrees and in a variety of contexts.  We invite you to rate WVU’s current “Assessment Office” (Lou Slimak and Robynn Shannon) on each of the five roles by completing this brief Qualtrics survey:

April 2019

What Good is Assessment Revisited

From Linda Suskie's blog, "A Common Sense Approach to Assessment in Higher Education"

This brief little gem tackles the simple but significant differences between what I consider good assessment and assessment practices and a lot of what's ascendant in the assessment arena today. I especially like Suskie's focus on these most important principles (listed below), especially number 3 which is often overlooked; assessment has to be worth the time and effort at the minimum and doesn't need to be supported with software or tons of specialized analysis.

Good assessment practices:

  1. Lead to results that are useful and used.
  2. Flow from and focus on clear and important goals.
  3. Are cost-effective, yielding results that are useful enough to be worth the time and resources invested.
  4. Yield reasonably accurate and truthful results.
  5. Are valued.
  6. Yield results that are used in meaningful ways to improve teaching and learning. This can only happen if assessment practices focus on clear and important goals and yield reasonably accurate and truthful results. And using assessment results to inform meaningful decisions is the best way to show that assessment work is valued.
  7. Are sustained and pervasive. This can only happen if assessment practices are cost-effective and are valued.
-Lou Slimak

Connect With Us

Have a question or need resources from us? Do you want to serve on the UAC or comment on a developing project? 

Louis Slimak, Assistant Provost for Curriculum and Assessment 304-293-1357

Robynn Shannon, Assistant Director of Assessment 304-293-0075

Interested in receiving quarterly assessment updates? Email and typing “SUBSCRIBE Assessment-News-Blast FirstName LastName” in the body of the message.