Assessment at Utica College
Assessment Processes at Utica College
Course and Program Level Assessment
All academic programs and departments are responsible for assessing student learning and operational effectiveness on an annual basis. Administrative units dedicated to student services and support are likewise required to submit an annual report on student learning goals.
Course-level learning goals are expected to be clearly articulated in each syllabus and congruent with program-level learning goals. Current curriculum maps, required for each program, show the degree to which courses in the major support the program-level learning goals. Syllabi should also include information about how the learning will be assessed, when the assessments will occur, and how much each assessment is worth towards the final grade. School deans and/or program directors and chairpersons review syllabi to ensure compliance with this expectation.
Course-level assessments may inform the development of new courses, the elimination of courses, or substantial revisions to a course. Such changes are managed through the Curriculum Committee.
Program-level student learning goals are posted on every academic program web page. These goals are regularly assessed based on the program’s assessment plan. All goals should be assessed at least once in a 5-year review cycle, but best practice recommends assessing each goal twice during the review cycle.
All programs must complete an annual program goal report on student learning assessment. These reports are due to the respective school dean no later than August 15. Reports should specify which goals were assessed, what the assessment methods were, how the results were analyzed, what the results are, and what actions or improvements will be implemented based on the assessment results. It is expected that the majority of faculty in a program will participate in the assessment process, from administering the assessments to interpreting the results and generating an action plan. Efforts should be made to include adjunct faculty in the process. When warranted, results should be shared with other stakeholders, such as students or alumni.
The school dean, upon receiving the assessment reports, will meet with the programs/departments to discuss the assessment results and action plans. Likewise, the Dean of Assessment will serve as a resource to faculty, reviewing assessment processes and making recommendations to ensure sustainability and usefulness.
Once the school dean is satisfied with the annual program assessment report, he or she will submit a copy electronically to email@example.com. The report will be reviewed by the Academic Assessment Coordinating Committee (AACC) who will determine the extent to which the program is in compliance with institutional requirements and accreditation standards. The criteria being used by the AACC are clearly articulated, and reviews will be shared with the departmental faculty.
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