and Assessment Center (TLAC)
West Chester, PA 19383
West Chester University expects that every academic program, as a consequence of the interaction between general education and a major, will have a program level student learning assessment plan that addresses the following core elements:
1) Outcomes: Program outcomes must be direct and specific. Meaning outcomes should clearly state using appropriate action verbs what students will be able to know, do, value through the completion of the assessment measure. Vague verbs such as "understand" should be avoided as it is difficult for a program to evaluate this through a measure.
2) Measures: There must be atleast 2 program level measures for each outcome. One of the measures must be a direct measure (sample of actual student work) while the other measure can be indirect (a report of percieved student learning).
3) Curriculum Map: All programs should have a curriculum map to demonstrate where their program level outcomes are first introduced (i.e. discussed), practiced (evaluated at the course level) and ulitmately assessed at the program level.
4) Rationale: Appropriate rationale must be provided for each outcome measure. Rationale can include the course, description of measure, and/or level of student being assessed.
5) Criterion: Benchmark levels (criterion) must be set for all outcome measures (i.e. 80% of students will score "x" or higher on assessment measure). Having appropriate criterion will enable programs to understand whether or not they were successful in the achievement of the outcome measure.
6) Results: Programs must annually report results of atleast several program outcomes and include some level of data analysis.
7) Action Plans: All results should have an appropriate action plan to demonstrate what if anything can be improved and/or documented as a program strength as a result of the assessment cycle.
The University utilizes a rubric to evaluate each of the core elements. To access the rubric please email firstname.lastname@example.org
Angel, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers
(2nd ed.). San Francisco: Jossey-Bass.