Assessment PARTY 2021

PARTY 21 PPT August 19 and 23, 2021

Handout on GLO #2 Categories

Recording

Coming up: The University Catalog in which your program appears (G or UG) will be the Official CU home for all your program PLOs as of the 22-23 Catalog, to be completed in Spring 2022.
As you make improvements in your program and see the need to update your PLOs,  update them annually in the catalog and your curriculum map if they change.

Link to University Global Outcomes https://www.cuw.edu/about/offices/institutional-effectiveness/outcome-statements.html

What is EAC? With Susan Gallanis https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=65399f4f-6452-4106-b5d3-ad83014c4466

Instructions for 2020-2021 Academic Program Assessment Reporting: http://celt.cuw.edu/2020-2021-academic-program-assessment-reporting/

2020-2021 Academic Program Assessment Reporting

Instructions for 2020-2021 Academic Program Assessment Reporting

This year the Assessment Report will be in two parts, both available as online submissions. Guidance for these forms is provided below.

Part 1:  2020-2021: Program Assessment Report Part 1 – Narrative
Part 2:  2020-2021: GLO #4 Critical Thinking Data Collection, Conclusions, Improvements, Impact  

There are other options if you haven’t yet been able to collect and work with GLO #4 Critical Thinking data this year. Part 2 Data Collection, Conclusions, Improvements, Impact forms for GLO#1 Christian Faith (first choice) and GLO #5 Communicative Fluency are available for data you worked with that measures student learning for 2020-2021.

A representative of every undergraduate major, stand-alone certificate and graduate/professional program for each campus should be able to complete Part 1 by June 30, 2020 and Part 2 as soon thereafter as you have completed your assessment work for 2020-2021, hopefully no later than August 15, 2021.

Please submit at least one of these Part 2 Assessment Reports this year, more than one if you wish and have those data. If you are a new program and don’t yet have students, please submit only Part 1.

If your assessment activities and data collection tools are identical across both campuses, you can complete one Part 1, but data must be reported separately for Ann Arbor, so there should be two Part 2 reports with Mequon and Ann Arbor data submitted separately.

Guidance for Part 1: This online narrative form asks for information in several areas…

  • program assessment and curriculum development activities during 2020-2021
  • upload your Curriculum Map as of the end of the year, that
  • lists all of your Program Learning Outcomes (PLOs),
  • shows Program Learning Outcome alignments to the GLOs,
  • indicates where each PLO is introduced and developed in courses, and assessed at the summative [exit] level for completing students. If entry level assessments are planned, please indicate those as well (those are optional).
  • http://celt.cuw.edu/curriculum-map-example/

An overview and Word replica of Part 1 online narrative form is available  Part 1 Assessment Report 2020-2021 Overview and Walkthrough

Guidance for Part 2: Complete Part 2 after you have collected, analyzed and made conclusions about GLO #4  data for 2020-2021 compared to how you hoped students would perform, and made recommendations for changes to improve student learning if needed.

2020-2021 GLO #4 Critical Thinking Data Collection, Conclusions, Improvements, Impact

This form includes a section for entry-level assignments (if you have one) and a section for exit-level assignments including the type of assignment, the category of GLO #4, the actual data based on the University Common Scale (how many students were in each of these: Significantly Below Expectations; Below Expectations; Meets Expectations; Exceeds Expectations; Significantly Exceeds Expectations), your conclusions about this data- did this meet  your expectations for student performance? your program recommendations for changes, and the impact of any changes you made previously.

There are other Part 2 Data Collection, Conclusions, Improvements, Impact forms. You could submit  GLO#1 Christian Faith data you worked with this year, if you don’t have #4 Critical Thinking data, conclusions and recommendations for this year. GLO #5 Communicative Fluency could also be addressed if you worked with that data this year and did not complete either GLO #4 or GLO #1 data.

If you had students, please submit at least one of these Part 2 of the Assessment Reports this year, more than one if you wish and have those data. Data for the Ann Arbor campus must be reported separately from Mequon or Center data using this form.  Each program should submit separately

An overview and Word replica of Part 2 online form for GLO #4 is available here Part 2 Assessment Report 2020-2021 GLO#4 Overview and Walkthrough

An overview and Word replica of Part 2 online form for GLO #1 is available here Part 2 Assessment Report 2020-2021 GLO#1 Overview and Walkthrough

 

If you have questions or problems with the forms, or have other data to report, please contact Elizabeth Evans at elizabeth.evans@cuw.edu or 262 243 4283.

PARTY 2020 Materials

Sessions held November 6 and November 9, 2020.

Recording of November 9 session

Final Party Slides November 2020 PARTY

Tammy Ferry’s PPT

Christian Faith 2019-2020 Data 11-1-20

Sample Curriculum Map – you can fill in your own Program Learning Outcomes and Courses and then identify where your PLOs are introduced, development and measured at the summative (exit) level of your program. You can also indicate where PLOs are evaluated at the entry level (this measurement is optional, while the exit level is required).

Critical Thinking Rubric using the University Common Scale – five points

Categories for GLO #4 Critical Thinking/Creative Problem Solving Detail – these are the areas to align your PLOs, assignments, and data  with on this years report next summer

Information about EAC for Outcomes Assessment

2019-2020 Academic Program Assessment Reporting

Instructions for 2019-2020 Academic Program Assessment Reporting

This year the Assessment Report will be in two parts, both available as online submissions. These online forms are self-explanatory but further guidance is provided below.

Part 1:  2019-2020: Program Assessment Report – Narrative
Part 2:  2019-2020: GLO #1 Christian Faith Data Collection

A representative of every undergraduate major, stand-alone certificate and graduate/professional program on each campus should be able to complete Part 1 by June 30, 2020 and Part 2 by November 1, 2020.

Guidance for Part 1: This online narrative form asks for information in four areas…your

  • program outcomes,
  • program assessment and curriculum development activities this past year,
  • Global Learning Outcome (GLO) #1 Christian Faith measurement tools, and
  • curricular activities related to Critical Thinking/Creative Problem Solving (GLO #4), which is the focus next year.

Last August at the Faculty Retreat you worked with your department to review the alignment of your Program Learning Outcomes (PLOs) with the Global Learning Outcomes (GLOs).  The fruits of that alignment work are relevant to the narrative form which asks you to upload a document showing how your program learning outcomes align with the six university GLOs. The form also asks you to provide a list all of your program learning outcomes separately. The PLOs to GLOs alignment worksheet or a curriculum map can be used for this purpose.

An overview and Word replica of Part 1 online narrative form is available here.

Guidance for Part 2: After you have collected and evaluated data aligned with GLO #1 Christian Faith at the exit level of your program (and/or at an entry-level point, which not all programs can do), complete the second part of the Assessment Report 2019-2020: GLO #1 Christian Faith Data Collection. Data for the Ann Arbor campus must be reported separately from Mequon and Center data using this form.

An overview and Word replica of Part 2 online data collection form is available here.

If you have questions or problems with the forms, or have other data to report, please contact Elizabeth Evans at elizabeth.evans@cuw.edu or 262 243 4283.

Blackboard Instructions: Import and Export a Rubric

Import a Rubric:

Export a Rubric:

Blackboard Instructions: Assess an Assignment Using a Rubric Attached to a Stand Alone Grade Center Column

Document: Assess an Assignment Using a Rubric that is Attached to a Stand Alone Grade Center Column NG 10222019

Video:

Link to video: https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=082fea58-64fd-457c-85c3-aaf001842c4c

PDF files of GLO University Rubrics:

Program Learning Outcome (PLO) Review

During academic year 2019-2020, Concordia Department Chairs/Program Directors/ Assessment Coordinators are asked to review all Program Learning Outcomes (PLOs) in academic programs, and align each PLO to one Global Learning Outcome (GLO).  All six GLOs should be represented in each major or graduate program. This alignment can be documented on the attached Alignment Worksheet: PLOs to GLOs distributed at the Faculty Retreat, August 12, 2019.

Alignment Worksheet Program Learning Outcomes (PLOs) to Global Learning Outcomes (GLOs) Faculty Retreat August 12, 2019

For the June 2020 Assessment Report, use the following WORD version of the Alignment PLOs and GLOs worksheet to create a document for each program to upload in the Narrative portion of the report. That document needs both your alignments and the list of all your Program Learning Outcomes.

  1. Part I Outcomes column which asks for the “one program outcome best aligned” with each GLO.  We do not need the “Part I: Tools” column completed for this purpose.
  2. PART II List all of your Program Learning Outcomes here:
    Word version- PLOs to GLOs Alignment Worksheet and List of ALL PLOs Request