Assessment Guidebook for Departments

Bridgewater State College

Welcome to the Assessment Guidebook. Developed by BSC faculty and staff, the guidebook is a compilation of approaches, techniques, and examples of the use of learning-outcomes assessment. The guidebook is based on the fact that all decisions about assessment are the domain of the faculty. Thus, its purpose is to assist faculty in developing and implementing effective assessment plans for departmental programs. Given the rich history of assessment at BSC, the guidebook is meant to pool our collective knowledge so that faculty entering into this task will benefit from the efforts of those who have preceded them or who have particular expertise in this area.

Think of this guidebook as a type of encyclopedia. Each section is self explanatory, so you can peruse only those sections of interest or start at the beginning and branch out. It was intentionally created as a website rather than a printed document to encourage nonlinear exploration.

Many departments have contributed material to the guidebook. The text was authored principally by:

Dr. Shu-Ling Chen, former Director of Institutional Research and Assessment at BSC
Dr. Fran Jeffries, former Director of the Office of Grants and Sponsored Projects
Dr. Mark Kemper, Assistant Professor of Political Science
Dr. Anna Martin-Jearld, Professor of Social Work
Dr. John Marvelle, Professor of Elementary and Early Childhood Education
Dr. Karen Pagnano-Richardson, Assistant Professor of Physical Education Teacher Education
Dr. Ron Pitt, Associate Vice President for Academic Affairs
Dr. Robert Wolk, Assistant Professor of Management
Dr. Catherine Womack, Associate Professor of Philosophy

Suggestions are very welcome. Please contact Institutional Research and Assessment with any comments, suggestions, additions, or corrections.

1. Introduction: Assessment Then and Now

A. The opportunities
B. Purpose and scope of this guidebook
C. Definition of learning-outcomes assessment
D. Assessment of courses, programs, and the college
2. Overview of the Assessment Process

A. Developing and implementing an assessment plan
B. Steps in the assessment process
3. Developing a Program Mission Statement

A. Purpose of the mission statement
B. Process and timeframe for developing a mission statement
C. Examples of program mission statements from BSC
4. Establishing Learning Outcomes

A. Starting the conversation
B. Focusing outcomes
C. Course mapping
5. Assessment Tools
       A. Issues to consider in choosing assessment tools
       B. Direct methods
              1. Capstone course
              2. Course-embedded assessment
              3. Standardized tests
              4. Locally developed tests
              5. Portfolio evaluation
              6. Pre-test/post-test evaluation
       C. Indirect methods
              1. Student self-efficacy
              2. Student satisfaction surveys
              3. Student attitudinal surveys
              4. Exit interviews
              5. Alumni surveys
              6. Employer surveys
              7. Curriculum analysis
6. Implementation

A. Sampling method and sample size
B. Rubrics
       1. What is a rubric?
       2. Examples of rubrics for:
              a. Writing
              b. Critical thinking
              c. Problem solving
              d. Information literacy
              e. Oral communication
C. Identification of resources needed
D. Using the results
Examples of Program Assessment Tools and Rubrics
 
Glossary of Terms

 

 

Last Modified: June 5, 2008