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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.

Assessment News

Now Assessing...

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.

November 2018

Robynn Shannon joined the assessment team at WVU as the Assistant Director of Assessment and Quality Assurance with the Teaching and Learning Commons.

The Faculty Senate Curriculum Committee Handbook is being updated with new guidance for how that committee will evaluate program and course proposals and changes with regards to the new academic definitions, changes to the Course Inventory Management System, and new mid-term grade BOG rule.

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.

WVU, Marshall, and HEPC coordinated and led a state-wide assessment summit in Charleston.


Engaging with Assessment

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

November 2018

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.

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, Director of Academic Excellence and Assessment 304-293-1357

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

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