1. Establishing an Assessment Process for a Computing Program Cheryl Aasheim, Georgia Southern University Art Gowan, Georgia Southern University Han Reichgelt, Georgia Southern University

2. Introduction Accreditation  “Fitness for purpose” as opposed to “adherence to standards”  Specify program outcomes Set up assessment process Use assessment data to make program improvements Background at Georgia Southern  Educational objectives  Program outcomes

3. Assessment Process – Accreditation Criteria 1. How relevant are the program educational objectives to the program’s constituencies? 2. To what extent has the program prepared graduates to achieve the program educational objectives? 3. How relevant are the program outcomes to the program’s constituencies? 4. To what extent do graduates achieve the program outcomes? 5. Has the curriculum been designed in such a way that it allows students to achieve the program educational objectives and program outcomes? 6. To what extent are students successful in each of the courses that make up the curriculum?

4. Assessment Process - Instruments Course to Program Outcomes Matrix Graduate Questionnaire Employer Questionnaire Student Questionnaire Course Assessment Instruments

5. Example of Course Level Assessment Instrument To determine the extent to which students are successful in a course faculty must: 1. Map the content/assessments in their course to the outcomes set forth in the course syllabus; 2. Collect data on those assessments (exams, quizzes, projects, assignments, etc.); 3. Analyze the data to evaluate the degree to which students are successful in achieving the outcomes; 4. Perform a self-assessment of the results and propose actions to be taken if required. Results presented in a “course-level assessment document”

6. Course Level Assessment Document Course Description Course Outcomes Course Assessment Strategy Mapping of Assessments to Outcomes (Table 1, 2 & 3) Analysis & Self-Assessment Include copy of student grade spreadsheet

10. Notes on Course Level Assessment Document Mapping – done by faculty member Data collection  Not necessarily done on every assessment  Level of granularity determined by course & instructor  Achievement measured by % of students achieving at least a 70% on the assessment

11. Notes on Course Level Assessment Document Analysis & Self-Assessment  Compute the “achievement rate” (% of students receiving 70% or higher on assignment)  If achievement rate low, discuss in course assessment document.

12. Conclusion Additional workload on faculty Tracking individual student progress Course-level assessment information system