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Teaching, Learning, and Assessment Center

Assurance of Student Learning

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Teaching, Learning, and Assessment Center

Assurance of Student Learning (Academic Program Student Learning Assessment)

West Chester University expects that every academic program, as a consequence of the interaction between general education and a major, will have a program level student learning assessment plan. The quality of the plan is evaluated using an institutional rubric that addresses the following core elements:

  1. Outcomes: Program outcomes must be direct and specific. Outcomes should clearly state using action verbs what students will be able to know, do, value through the completion of the assessment measure.
  2. Measures: There must be a minimum of 2 program level measures for each outcome. One of the measures must be a direct measure (sample of actual student work) while the other measure can be indirect (a report of perceived student learning).
  3. Curriculum Map: All programs must have a curriculum map to demonstrate where their program level outcomes are first introduced (i.e. discussed), practiced (evaluated at the course level) and ultimately assessed at the program level.
  4. Rationale: Appropriate rationale must be provided for each outcome measure. Rationale can include the course, description of measure, and/or level of student being assessed.
  5. Criterion: Benchmark levels (criterion) must be set for all outcome measures (i.e. 80% of students will score "x" or higher on assessment measure). Having criterion will enable programs to understand whether or not they were successful in the achievement of the outcome measure.
  6. Results: Programs must annually report results of several program outcome measures and include some level of data analysis.
  7. Action Plans: All results should have an appropriate action plan to demonstrate what if anything can be improved and/or documented as a program strength as a result of the assessment cycle.

The core elements are evaluated annually by the university wide assessment committee and the respective associate dean. Programs are given scores for each element by examining their plan using a rubric. In addition to a rubric score programs are provided feedback to help strengthen their plans in an effort to produce better outcome results. Progress of this effort is demonstrated through heat map charts for each college. The heat maps measure the progress of the ASL initiative, not specific student learning outcomes and are updated annually.

2015 Exemplary Practices in academic program student learning assessment

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