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The Director of Academic Excellence 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.
- The Assessment Council and WVU Online in collaboration with the Office of the University Registrar are working on assessment requirements to meet federal Department of Education regulations for correspondence and compressed format courses.
A new Nursing major in Nurse Anesthesia has its courses going through the expedited review process for new courses proposed in support of new programs.
The University Policy Committee is beginning to develop a comprehensive policy on how WVU awards credit for prior learning (learning outside of academic institutions).
The GEF is asking departments to review courses that have either not been offered or used for GEF credit with the goal of removing those from the GEF.
The Teaching and Assessment Committee will complete the first migration of syllabi from Digital Measures to the Library's institutional repository this semester.
WVU, Marshall, and HEPC coordinated and led a state-wide assessment summit in Charleston.
Fall 2018AY 2017-18 saw some great assessment work done around the institution. Here are just a few different examples.
The GEF assessed Area 1 (ENGL 101 and 102) across all three WVU locations.
The College of Creative Arts marries assessment of all of its GEF courses with assessment of the college's own learning outcomes. That project has begun to uncover what competencies its students generally struggle with and will lead to a more nuanced assessment in the future.
The department of Biology received top marks in Eberly's annual assessment review. The program is exemplary for its range of direct assessment measures, the number of courses that are evaluated from across the program, the alignment of those courses with the program learning outcomes, the evidence it collects and analyzes, and, most importantly, the way it ties its assessment practices to program and curricular improvement!
Engaging with Assessment
What Good is Assessment Revisited
From Linda Suskie's blog, "A Common Sense Approach to Assessment in Higher Education"
Good assessment practices:
- Lead to results that are useful and used.
- Flow from and focus on clear and important goals.
- Are cost-effective, yielding results that are useful enough to be worth the time and resources invested.
- Yield reasonably accurate and truthful results.
- Are valued.
- 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.
- Are sustained and pervasive. This can only happen if assessment practices are cost-effective and are valued.
Hutchings, P. 2011. What new faculty need to know about assessment. National Institute for Learning Outcomes Assessment, Assessment Brief: Faculty.
Even if you’re not a new faculty member, all the talk about assessment can be confusing. What is assessment and why are we doing it? Why do we have professional assessment staff on campus and what is the role of faculty in assessment? This three-page guide gives a concise, informative overview of the type of assessment faculty are most involved in: assessment of student learning at the course and program levels. As expected in any publication from the National Institute for Learning Outcomes Assessment (NILOA), the focus is on assessment of and for student learning as an integral part of teaching. A brief description is given for the three parts of the assessment process: 1) identifying explicit goals for the students’ learning (often called “student learning outcomes,” or “SLO’s”), 2) evaluating how well students have met those goals (the actual assessment part of the process!), and 3) using the information gained about student learning to improve the course or program. Benefits of faculty involvement in assessment—for both students and faculty—are explained. The article concludes with information about some good sources for more information on assessment. Here at WVU, you can contact Lou Slimak or myself, Robynn Shannon, to learn more about assessment and the role of faculty in evaluating student learning.
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