1. In professional programs/schools where students must pass a licensing exam, why is there a need for other assessment?  

Assessment of student learning is defined as “processes that identify, collect, use and prepare data that can be used to evaluate achievement” (AAHE, 2002). A licensing exam is one process or tool that can help to determine that a program/school has met their outcomes. For example, the School of Nursing has a licensure exam called the NCLEX, administered by the National Board of Nursing. It is determined that a candidate who passes this exam has met a minimum standard of competency or knowledge level and determines that the student will safely perform as a nurse. This test says it is a minimum standard.  A program would want to exceed that minimum and have other measures of assessment that would demonstrate a quality program. Another program assessment measure might be a capstone portfolio with a scoring rubric graded by multiple readers. This type of assessment tool would look at the program outcomes and objectives and determine if the student had met them. By using more than one assessment tool and their results, the program will continue to improve student learning and program effectiveness.

2. If our program /department/college is accredited, do we still have to do other assessment? 

Programs that are accredited are traveling in the right direction and have initiated forms of assessment to meet the accreditation standards. However, some programs that are accredited do not have a culture of student assessment. Theirs is a climate of assessment. It is accreditation driven and traditional. To develop a culture of assessment, the assessment must be ongoing, embedded in the program curricula, and internal with a philosophy of improvement. All informed decisions concerning courses, curriculum, and program outcomes are driven by assessment data. The assessment of student learning becomes a core value of the program with learning as the driver and the curricula leads the students to achievement of outcomes. This is a learning paradigm and a culture of ongoing assessment of student learning. Other forms of assessment may include exams, demonstrated competencies, use of rubrics, and portfolios. By developing a culture of assessment of student learning, the accreditation process will be a celebration of the program's success.

3. Is there a good example or model for assessment of student learning in our program?

           University of Illinois—Urbana-Champaign
           University of Minnesota, Morris
           University of Michigan, Flint
           University of Colorado, Boulder
           Southwest Missouri State University
           North Carolina State University
           University of Wisconsin—Madison
           Southeast Missouri State University

 

        A variety of resources are available to help you in your assessment efforts. 

• Contact your college’s representative on the UW Assessment Coordinators for assistance or feedback on your plan or subsequent reports.  Those representatives are listed at http://www.uwyo.edu/AcadAffairs/assessment/People.asp.
• Contact Erika Prager, University Assessment Specialist, at ekprager@uwyo.edu or 766-2897 for one-on-one assistance or feedback on your plan, subsequent reports, or specific assessment issues.
• Contact the Ellbogen Center for Teaching and Learning at ellbogenctl@uwyo.edu or call 766-4847 for one-on-one assistance or suggestions about possible assessment consultants.
• Read Linda Suskie’s book Assessing Student Learning: A Common Sense Guide (available at no charge from the ECTL).
• Use the many Web-based resources available. See Links and Resources.