Program Assessment Plans Step by Step Updated 2017 This presentation and handouts are available at: http://www.montana.edu/provost/assessment.html

Overview Create program learning outcomes (4-5 is ideal) Map where each outcome is included in your curriculum Create a schedule for assessing each outcome (6yr cycle) Set an expected performance threshold for each outcome Determine what type of evidence will be used to demonstrate student performance for each outcome Submit your assessment plan

1. Create Program Learning Outcomes Concepts to Consider: a) Do your lower level classes prepare students for upper division classes? b) Do upper division classes meet the level of learning outcomes expected? c) Are students demonstrating the outcomes described?

1. Create Program Learning Outcomes Learning outcomes should be written as simple declarative statements. Ideally PLO’s should not exceed five (although some programs have external accreditation requirements that set the PLO’s). PLO’s should be program specific, general outcomes are covered in CORE 2.0 Assessment. Always remember: Outcomes MUST be assessable

Typical Program Learning Outcomes Our students will have the knowledge required to be successful in (their field) (proficiency based test) Our students will demonstrate an expected level of understanding and application in core program concepts. (replace “core” with name of program) Our students will be able to analyze problems in (their field)and develop solutions or strategies to solve those problems. Our students will be able to communicate effectively in the vernacular of the discipline.

2. Find Each Outcome in Your Curriculum List all courses that will be assessed (not all courses in the curriculum need to be assessed for program review – key courses that demonstrate acquisition of skills should be priority) Fill in grid showing courses, and the learning outcomes they address Add a code indicating cognitive skill level to the highlighted cells, for example: I = introductory , D = developing, M = mastery

Example (Example only, this is not from a real program) Outcomes 1 2 3   Outcomes Rubric Title 1 2 3 4 LSRE 135 Introduction to Leisure Studies I LSRE 292 Outdoor Recreation-Adventure D LSRE 297 Campus Recreation LSRE 300 Global Tourism LSRE 370 History of Tourism LSRE 375 MGMT in Therapeutic Recreation LSRE 380 Statistical Methods in Education LSRE 381 Social Foundations of Leisure M LSRE 385 Intergenerational Rec/Wellness LSRE 391 Leadership in Leisure Studies LSRE 499R Senior Capstone

Mapping Suggestions Once your classes are mapped, all outcomes should be accounted for in at least one class. All classes should address at least one outcome Make sure your class skill level makes sense i.e.: 100-200 = I, 300 = D, 400 = M There can be some overlap between I and D, and D and M…but 400 level classes should not be assigned an “I”, nor should 100-200 be assigned an “M”

3. Where Can You Gather Data? The grid (curriculum map) shows where each outcome is covered, and the skill level expected in assessment. Notes: You can save faculty time by gathering data from courses taken by students in multiple programs (ideally, related programs are submitted together in an assessment plan) Knowledge of the discipline can also be demonstrated using a discipline-based proficiency exam (see outcome 1 in example)

4. Set Performance Thresholds It is unreasonable to expect every student to demonstrate mastery in every outcome. Faculty need to decide what constitutes an acceptable performance threshold for each outcome. You may decide to have a sliding scale, depending on the skill level being assessed. Example: At least 80% of students will be rated “Acceptable” or higher on every category of the scoring rubrics according to skill level.

Example Performance Threshold Response Threshold Students will be rated based on the course level utilizing the following rubrics. I classes, 75% of the students should demonstrate acceptable (developing) skill level (3-4 score) D Classes 75% of the students should demonstrate developed skill level (4-5 score) M Classes 75% of the students should demonstrate mastery skill level (5-6 score)

Example Scoring Rubric Learning Outcome #2 Produce a scholarly product related to the program based on both existing information and student effort. Not Observed Developing Strongly Present Evidence is disconnected from related evidence and the conclusion or outcome Relationships among points of evidence and conclusion(s) are unclear or contrived Evidence is combined into logical relationships; evidence leads to conclusion or outcome 1 2 3 4 5 6

5. Schedule for Assessing Each Outcome Year 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 1 LSRE 135 LSRE 292 LSRE 300 LSRE 370 LSRE 499R LSRE 385 LSRE 391 2 LSRE 297 LSRE 375 LSRE 380 3 LSRE 381 4 LSRE 292

6. Process for Using Assessment Data Data are collected as defined by Assessment Plan. Population or unbiased samples of collected assignments are scored by at least two faculty members using prepared scoring rubrics. The scores are presented at a program/unit faculty meeting for assessment. The faculty reviews the assessment results, and responds accordingly. Annual Assessment Report and faculty decisions are reported to the Assessment and Outcomes Committee by September, 15.

7. Submit Assessment Plan Once you have an assessment plan with essential elements: Program learning outcomes Identified data sources Schedule for assessing each outcome Process for using assessment data Plan should be for multiple years, unless update is necessary. Submit completed plan to: programassessment@montana.edu