1. Module 3: Programmatic Assessment Strategies
D. Kent Johnson, PhD

2. Programmatic Assessment Strategies
Three broad approaches
Traditional
Alternative Course Scaffold
Portfolio

3. … a few comments before discussing strategy
Making Programmatic Assessment Meaningful
The strategies presented are not the only approaches that departments might use
Often academic units will use a hybrid approach
The priority is delivering assessment that contributes to the success of academic units in promoting student success

4. Traditional Approach Define broad programmatic SLO’s
Overview
Define broad programmatic SLO’s
SLO’s mapped to “key” courses and experiences shared by all students (primarily course based)
Common assessments delivered at key points (might also use external instruments) to assess student progress to outcome and evaluate the effectiveness of the curriculum in advancing student development to SLO.

5. Traditional Approach Planned Assessment within Traditional Mapping
Course or Experience
Student Learning Outcomes by Course and Level Achieved
I=Introduced, E= Expanded, R=Reinforced, M=Mastered, A=Assessed
Programmatic SLO 1: Upon graduation students will analyze and interpret data to produce meaningful conclusions and recommendations I E R M A
 200 Level x
 3oo Level
 400 Level

6. Alternative Course Level Scaffold
Overview
Programmatic SLO’s Defined and Mapped
Course level SLO’s developed in a scaffold to program level SLO
Course level SLO’s assessed at key points in curriculum (typically embedded in courses)

7. Alternative Course Level SLO Scaffold
Curriculum Map and Assessment Plan
Programmatic SLO 1: Students will analyze and interpret data to produce meaningful conclusions and recommendations
 Course Level Outcome
Capstone 4
Milestones 3 2
Benchmark 1
200 Level A – List characteristics of valid data X
200 Level B - explain data collection strategies used in a lab assignment
300 Level – analyze a data set
400 Level – analyze and interpret data to produce a ….

8. Portfolio Approaches
Overview
Portfolio approaches leverage “pre-identified” student products to assess a program
Can be a “Program Portfolio” or a carefully designed sample of products in “Student Portfolios”
Typically a group of faculty is trained to ensure inter-rater reliability of scoring on rubrics used to evaluate work – multiple raters typically used