Assessment at Utica College
Assessing Student Learning
Principles of Good Assessment
Assessment is systematic inquiry in support of student learning. Good assessment provides insight into how well we are achieving the institutional and program-level goals and how well students are accomplishing the learning goals in their academic programs/majors.
- Good assessment is governed by faculty. Faculty determine what learning should occur in each of their programs and at the institutional-level. They provide the opportunities for students to achieve this learning; select the means by which the learning will be measured; determine the outcomes, benchmarks, or targets; and own the analysis and interpretation of assessment findings.
- Good assessment is well-planned and well-documented. It yields useful results that are specific enough to inform improved curriculum, pedagogy, and services.
- Good assessment is student-centered, designed to cultivate lifelong learners prepared to fulfill the tenets of the Utica College mission. Assessment is something we do for students, not something done to students.
Effective Assessment Processes
Requirements and expectations regarding assessment at Utica College may be found in the following documents:
Effective assessment processes use multiple methods to assess each individual goal. Direct methods should be used to assess student learning; indirect methods may be used to supplement, not replace, direct assessments. Results should be specific enough to indicate precisely where students are successful and where their performances are not meeting expectations. Assessment is most valuable when multiple stakeholders—faculty, students, and alumni or employers—discuss and interpret results.
Ideas about effective assessment practices may be accessed at "Assessment at Utica College" (https://assessmentuc.blogspot.com/), the institution's blog dedicated to sharing and exchanging ideas about assessment and pedagogy.
Fall 2017 Faculty Survey of UC Assessment ProcessesFull-time faculty were invited to complete a survey on the assessment culture at Utica College. The purpose of this survey was to learn faculty perceptions about the College's assessment processes. Further, the survey was designed to solicit faculty input on where further support and assistance might be needed to develop effective, sustainable processes. To review the survey results, an executive summary is available.
Presentations on AssessmentStudent Learning in Athletics
Resources and Handbooks
- Assessing Institutional Effectiveness
- Guide to Academic Assessment
- AACC Handbook
- Guide to Using TaskStream, the Assessment Management System
- Annual goal report template
- Content outline for program reviews
- Curriculum map checklist
- Curriculum map template
- Assessment Methods
- Direct versus Indirect Evidence
- Glossary of terms
- AAC & U Value Rubrics
- Bloom’s Taxonomy
- AAC & U, "On Solid Ground"
- AAC & U, "A Brief History of Student Learning Assessment"
- Middle States Accreditation Standards
- NILOA, "Assessment That Matters"
- "Measuring Assessment Climate"
- "Counting & Recounting: Assessment and the Quest for Accountability"
- AAC & U Value Rubrics
- Cultural Knowledge & Effectiveness
- Discussion Rubrics
- Diversity, Equity, Inclusion
- Intercultural Competence
- Intercultural Competence & Language
- Intercultural Competence & Social Diversity
- Indiana U's General Education Rubrics
- Health Studies Critical Appraisal Skills
- General Rubric for Lab Notebooks
- Lab Notebook Rubric 1
- Lab Notebook Rubric 2
- Lab Notebook Rubric 3
- Literature Review
- Online Discussions
- Quantitative Reasoning
- Responding to Literature
- Rubrics for Reflection
- Student-Faculty Collaborative Research
- Synthesis & Integration: Disciplinary Perspectives
- Technical Report
- Technical Report & Writing
- Writing, Critical Thinking & Information Literacy
- Writing About Literature
- Writing a Review of Literature
- Universal Rubric for Bio Lab Reports