1. WASC ARC 2008 CBU1 Assessment at California Baptist University The goal of assessment is the continual improvement of the learning environment. Student Outcomes Assessment Components of the Cycle Defining Collecting Analyzing Reporting Improving

2. WASC ARC 2008 CBU2 Schools and Departments develop PSOs for each major or program with “critical assignments” and evaluation rubrics DEFINING Students produce “critical assignments” in noted courses using pictured rubrics as guide as well as suggested formats, etc. Assignments are shared with professors for evaluation COLLECTING Course / Program & University Student Out Matrix I = Introduced; P = Practiced; D = Demonstrated Schools and Departments complete the CPUSO matrices to link USOs & PSOs with particular courses in which specific critical assignments will be evaluated DEFINING Professors provide guidance in syllabi/rubrics and direct critical assignments based on School/Dept planning DEFINING Profs evaluate student’s critical assignments using rubrics, etc. In LiveText, the rubric results are gathered for ALL that are evaluated using that rubric ANALYZING Results are analyzed & will help identify strengths and weaknesses in curriculum, pedagogy, methods, etc. ANALYZING -REPORTING Plans for improvement are implemented and assessment continues. External constituencies will be canvassed to validate outcomes & PSO listings. IMPROVING Schools and Departments develop plans for curricular improvement. IMPROVING Annual Student Outcomes Assessment Process, page 2 Goal: Continuous Improvement of the Learning Environment asmtz/asoprocess.ppt Initial Report ID’s “AYs PSO Focus” LiveText Rubrics serve to provide for formative assessment for students and summative assessment for critical assignmnts/PSOs Collected data is arranged in various charts for analysis Final Reports explain analyses from the standpoint of intended improvements Annual Recap Reports and FEEE display process progress and intended adjustments

3. WASC ARC 2008 CBU3 DEFINING Fall 2008 Fall 2007 Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING RESULTS ACTION TAKEN CONTINUED IMPROVEMENT Faculty Workshop Theme Writing Across the Curriculum USO 3 Critical Thinking and Literacy Skills Faculty implement plans and report results and plans for follow-up at Fall Assessment Colloquium. Academic units develop a plan for enhancing writing instruction and assignments requiring critical thinking. Faculty across campus report decline in student written and oral skills when expressing ideas Identify points at which writing and expressing ideas are introduced, practiced, evaluated

4. WASC ARC 2008 CBU4 USOs, PSOs and Discipline Rubric Relationships University Student Outcomes (6) Discipline X PSOs w/PSO Rubric Course X1 w/ Disp Rubric incl PSO Course X2 w/ Disp Rubric incl PSO Course X3 w/ Disp Rubric incl PSO Discipline Y PSOs w/PSO Rubric Course Y1 w/ Disp Rubric incl PSO Course Y2 w/ Disp Rubric incl PSO Course Y3 w/ Disp Rubric incl PSO Discipline Z PSOs w/PSO Rubric Course Z1 w/ Disp Rubric incl PSO Course Z2 w/ Disp Rubric incl PSO Course Z3 w/ Disp Rubric incl PSO 1.“Disciplines” represent the Schools, Departments and their individual Majors or Progams. Individual Majors or Programs have distinct PSO sets that Identify a graduate in that discipline. The PSO Rubric is developed to evaluate the critical elements of any student’s “outcomes” with the ultimate goal of determining efficacy of the program. 2.The subordinate courses use the same rubric, but can have distinctive elements of the discipline evaluated as a subordinate component of the rubric by using “milestones.” Milestones can be time-related such as entry level, mid-range and capstone. Other milestone options could be differing components of a single discipline, etc. 3.Using these LiveText rubrics and the milestone characteristic allows the various disciplines to develop a variety of reporting levels that support the course, PSO, discipline and university evaluation of student outcomes.

5. WASC ARC 2008 CBU5 Step 1, Defining In this stage the development of the Program Student Outcomes (PSO) occur. In one major or program, the list of PSOs DEFINE what knowledge, skills, abilities and behaviors a graduate in that discipline should possess. This stage also is where the Course and Program/University Student Outcomes matrix is developed (and reviewed and revised)

6. WASC ARC 2008 CBU6 Step 2, Collecting Stage one merges into this Collecting stage as the courses and critical assignments are identified for data collection planning In each annual cycle approximately one-fifth of the PSOs are identified for evaluation The specific means of assessment are decided upon and plans are put in place for collecting the data

7. WASC ARC 2008 CBU7 Step 3, Analyzing Stage two merges into this Analysis stage as the noted means of assessment occur and data is collected. Faculty and assessment coordinators evaluate the collected data, develop means for analysis and conduct the analysis Results of the analyses are prepared for reporting.

8. WASC ARC 2008 CBU8 Step 4, Reporting Stage two merges into this Reporting stage as the data and analyses are placed in the Annual Final Report and Recap Report A VERY key step in this stage is arriving at the “so what” of the analysis in terms of what changes will be made to improve In addition to the two reports noted above, each unit will also complete a Self-Evaluation on their assessment Process (the FEEE)

9. WASC ARC 2008 CBU9 Step 5, Improving This final step is the culmination of all of the assessment effort  Improving the learning environment as a result of acting on what is discovered in the annual cycle. Units will take action such as modifying pedagogy or curriculum, etc. This step merges back into the first step of Defining as the cycle repeats with a review of the PSOs, etc.

10. WASC ARC 2008 CBU10 Examples of “Improving”, p.1 Reviewing the evaluation process for standardization Review the use and integration of writing instruction Enhance the development of the “voice” concept in writing instruction Better incorporate the involvement of faculty in assessment development Increase coverage of effective modes and media for diverse population communication Develop a rubric for better evaluation of PSO Develop a new required course to provide for missing skills and knowledge

11. WASC ARC 2008 CBU11 Examples of “Improving”, p.2 Review standards Review exit review process Enhance curricular and assessment processes Note: These examples are extracted from the CBU “Assessment Activities Review ‘Sampler’ for the 2006-2007 Academic Year.

12. WASC ARC 2008 CBU12 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVMENT School of Behavioral Sciences Masters in Family Therapy PSO 1 Dr. Collins and Dr. Stokes will continue to collect exam pass rate data for the next academic year CA State Comp Exam writing pass rates = 14% at 80 – 90%; 82% at 90% or above; 4% incomplete. Most instruction is adequate or better and not indicative of any significant shortcomings. This early evaluation needs to be reviewed for standardization.

13. WASC ARC 2008 CBU13 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT School of Behavioral Science BA in Sociology PSO 3 = Written Communications Dr. Minton and Professor Moore will continue the development of process and procedures. Continue to use and review use of writing/integration instruction. 90% of students scored at 78% or better on writing rubric. Standard of success was met (80% at 75 th percentile).

14. WASC ARC 2008 CBU14 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT School of Business BA/S in Business PSO 5 = Integration of Faith Dr. Herrity and Dr. Chapman will collect and analyze rubric data and peer evaluation of faculty using new methods. Training of faculty on the use of Power Posters and other assessment methods. Rubrics will be developed. 30% exemplary, 20% proficient, 9% adequate, 9% inadequate, 32% not evaluated. Generally acceptable instruction, but process of evaluation needs improvement.

15. WASC ARC 2008 CBU15 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT School of Education Graduate Programs PSO 4 = Research skills Dr. Crist, Dr. Timmons, and all program coordinators will continue the development of process and procedures MS/SS Rubric- 43% exemplary; 55% proficient. SOE Portfl. Rubric- 69% exemplary; 30% N/A Curriculum is clear and students have good opportunities; some weakness remains in establishing their “voice”. Continue/Improve focus on writing; Enhance developing “voice” concept; Continue review and development of PSO.

16. WASC ARC 2008 CBU16 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT School of Education Graduate Programs PSO 6 = Cross Cultural Communication Professor Cabral will coordinate integration of new curricular elements in targeted classes in each grad program. Increase coverage of effective modes and media for diverse population communication. Class average 80.7% on critical assignments evaluated. Instruction on working with diverse populations is adequate.

17. WASC ARC 2008 CBU17 DEFINING Faculty Self-Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT Personal Development Plan Faculty Increased Scholarly Activity Faculty Self Study reports results of efforts and personal level of satisfaction with growth. Faculty Self Study identifies number of conferences, papers, and presentations for previous year Faculty member implements improvement plan (answers additional calls for papers, collaborates with colleagues, takes advantage of internal opportunities.) In conference with supervisor, faculty member formulates an improvement plan.

18. WASC ARC 2008 CBU18 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT History, Political Science, Criminal Justice BAS PSO 3 = History and Political Science Result for neither major were acceptable: History only 24% exemplary or proficient; Poly Sci only 50% were exemplary or proficient. Instruction, curriculum and/or evaluation and MOAs need to be improved/revised. Dr. McHorney and Political Science and History faculty will continue the development of process and procedures. Poly Sci faculty will develop a new required course to provide for the missing skills and knowledge. History faculty will consider this as well.

19. WASC ARC 2008 CBU19 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT History, Political Science, Criminal Justice BAS PSO 3 = History and Political Science Result for neither major were acceptable: History only 24% exemplary or proficient; Poly Sci only 50% were exemplary or proficient. Instruction, curriculum and/or evaluation and MOAs need to be improved/revised. Dr. McHorney and Political Science and History faculty will continue the development of process and procedures. Poly Sci faculty will develop a new required course to provide for the missing skills and knowledge. History faculty will consider this as well.

20. WASC ARC 2008 CBU20 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT Modern Languages and Literature MA in English PSO 1 Integration of Faith PSO 4 Original Scholarship Dr. Lu and Graduate English faculty will pilot a new Thesis Defense rubric in 2008-09. Success was achieved with all students meeting the standards at some level Evaluation rubric for thesis proposals will be designed; further refinement will continue. Thesis proposal process is developing properly to include these elements.

21. WASC ARC 2008 CBU21 DEFINING Student Outcomes Assessment Cycle COLLECTING DATA ANALYZING DATA ACTION TAKEN CONTINUED IMPROVEMENT Modern Languages and Literature BA in Spanish PSO 2 Respect Diversity PSO 6 Literature Knowledge Professor Flores and Spanish faculty will monitor newly implemented curriculum in SPA 125. Success was generally achieved in these evaluations with small exceptions in each PSO. Literature will be introduced in SPA 125 allowing SPA 115 focus on vocabulary, language, and culture. As a new program this evaluation is good news. The noted shortcomings are the lack of time in SPA 115 for literature.