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Accreditation and Assessment Frequently Asked Questions

Read answers to common questions in regards to the Accreditation and Assessment department.

  How do rubrics connect to assessment? How many outcomes are addressed in one rubric?

In the assessment management system system, one rubric is used for each separate program learning outcome. Rubrics will then be scored by the instructor to complete the assessment. For more information on rubrics, refer to our rubrics webpage.

  What do I, D, and M mean on a curriculum map?

I means the outcome has been introduced in the course, D means developed, and M means mastered.

  How do I complete an Annual Student Achievement Report?

For help on how to complete an assessment report, please refer to the Annual Student Achievement Reports page on our website.

  Who makes rubrics used in the Assessment Management System?

Rubrics are developed by faculty who teach in those specific areas during program committee meetings. The Accreditation and Assessment team provides templates, resources, and guidance on best practices for rubric development.

  At what level of student learning is assessment conducted?

Assessment is conducted on the programmatic level, also known as the program learning outcomes, which are assessed using assignments from courses and standardized rubrics.

  Does assessment have to take place in one large assignment, or can it occur across multiple smaller assignments?

Assessment for multiple learning outcomes addressed in one course can occur across multiple smaller assignments. If you feel you cannot assess because your course addresses too many/too complex outcomes, you can assess just one or two outcomes in smaller assignments, rather than doing one large project to address several goals that contain multiple outcomes (for help on the difference between goals and outcomes, refer below).

  What is the difference between a program learning goal and a program learning outcome?

A program learning goal is a more general learning objective that exists to group together learning outcomes into subject areas. Think of a program learning outcome as a sub-part of a program learning goal. Program learning goals are not assessed; program learning outcomes are assessed.

Refer to an example below, where communication is the general goal and subject area, oral communication is outcome one, and written communication is the other outcome two:

Goal 3 Communication: Students have the communication skills to persuasively and professionally articulate their thinking.

Outcome 1: Students will be able to prepare and deliver a persuasive, professional speech on a current topic in their discipline.
Outcome 2: Students will be able to prepare a written report analyzing a business problem.

  Why was my course chosen for assessment?

You likely teach courses that students develop "mastery" of certain program learning outcomes. Based on the curriculum map and term schedule, the Accreditation and Assessment team reached out to you to assess certain program learning outcomes that students will typically master in your course.