Strategic Planning & Assessment

Assessment Office Mission Statement

The mission of the Assessment Office is to improve student learning through academic program assessment. Assessment is faculty-driven and faculty-supervised. It involves establishing student learning outcomes, measuring/observing and documenting the extent to which outcomes are achieved, and finding ways to improve programs.

The Assessment Office

  • Supports the use of program and institutional assessment to improve the quality of student learning
  • Collaborates with faculty, staff, students, and administrators to establish meaningful, manageable, and sustainable assessment
  • Disseminates assessment-related information
  • Assists programs with designing effective educational programs

Specific office activities include the following:

  • Workshops for faculty
  • Consultations with faculty
  • Events for students, faculty, administrators
  • General Education and Institutional Learning Objectives assessment in collaboration with faculty members
  • Research educational contexts to determine what contributes to student learning
  • Dissemination of good assessment practices, examples, guides

Assessment Office Outcomes

  1. Faculty members are aware of the scholarship of teaching and learning.
  2. Academic degree programs and the Institution complete the assessment cycle, which includes faculty members using assessment results to improve student learning.
  3. Department leaders and administrators use student learning assessment results to guide planning.
  4. The campus community (faculty members, administrators, staff, students) perceives program-level assessment as supporting student learning.

Relationship of Office Activities to Outcomes

OFFICE ACTIVITIES

OUTCOMES

1. Faculty are aware of the scholarship of teaching and learning 2. Programs & the Institution complete the assessment cycle 3. Dept. leaders & administrators use results to guide planning 4. Community perceives program-level assessment as supporting student learning
Workshops for faculty

 

X

 

 

Consultations with faculty

 X

X

 

 

Events for students, faculty, administrators

X

X

X

X

General Ed/Institutional assessment

 

X

 

 

Research educational/assessment contexts

X

X

X

X

Dissemination of good assessment practices

X

X

X

X

Annual assessment report collection, analysis, summarization, and response  

X

 

"X" = activity contributes to achieving the outcome

Office Logic Model

RESOURCES NEEDED

ACTIVITIES

OUTPUTS/DELIVERABLES
[annual]

OUTCOMES

IMPACT

  1. 2 full-time faculty specialists
  2. 30 hours per week student help
  3. Physical space: small meeting room; event room; office space for 4
  4. 40 hours per year graphics designer
  5. 240 hours per year dynamic webpage development assistance
  6. Leadership from the Mānoa Assessment Committee (Faculty Senate), Department Chairs, Deans, Directors, Vice Chancellors, and Chancellor
  7. Incentives for faculty participation
  8. Incentives for student participation
  9. Funding for assessment-related events and professional development
  1. Workshops for faculty
  2. Consultations with faculty
  3. Events for students, faculty, administrators
  4. General Education assessment in collaboration with faculty members
  5. Research educational contexts to determine what contributes to student learning
  6. Dissemination of good assessment practices, examples, guides
  1. 120 people attend workshops.
  2. 40 units receive consultation services.
  3. Audience at events represents both UHM and non-UHM units.
  4. Written reports on UHM assessment status
  5. 18,000 unique visitors to the office website
  6. Rubrics to evaluate student products
  7. Program-level curriculum development and teaching guides aimed at helping students learn more effectively
  8. Data entry, basic data analysis, etc., for at least 3 units.
  9. An article/technical report on assessment in higher education
  10. Four conference presentations on program assessment topics/research
  1. The Assessment Office has in place an infrastructure to sustain a culture of assessment.
  2. Faculty members engage in the scholarship of teaching and learning.
  3. Academic degree programs complete the assessment cycle, which includes faculty members using assessment results to improve student learning.
  4. Department leaders and administrators use student learning assessment results to guide planning.
  5. The campus community perceives program-level assessment as supporting student learning.
  1. Faculty members regularly attend to program effectiveness by assessing student learning and having rich conversations about learning with people in and outside of their program.
  2. Faculty, staff, and administrators use student learning assessment results for informed decision-making.
  3. Students are prepared for their professional lives and advanced degrees and can articulate what they know, do, and value as a result of their Mānoa degree.
  4. UH CCs understand what students learn at Mānoa and can help students determine whether Mānoa is a good fit for potential transfer students.
  5. External stakeholders (parents, policy-makers, legislators, agencies, Hawai‘i community) perceive the Mānoa degree as valuable.
  6. Employers and graduate schools are satisfied with the quality of Mānoa graduates.

 

Timeline to Assess Outcomes

OUTCOME YEAR STATUS
1. Faculty members are aware of the scholarship of teaching and learning 2015  
2. Academic degree programs and the Institution complete the assessment cycle, which includes faculty members using assessment results to improve student learning annually completed 2009-present
3. Department leaders and administrators use student learning assessment results to guide planning 2015  
4. The campus community (faculty members, administrators, staff, students) perceives program-level assessment as supporting student learning 2015  
[Previous outcome: The Assessment Office has in place an infrastructure to sustain a culture of assessment] 2010 completed

 

AO Reports

AO Assessments

last updated 01/06/2014