Date: Thu Aug 09, 2012 - 8:33:51 am
1) Below are your program student learning outcomes (SLOs). Please update as needed.
- The Assessment Office has in place an infrastructure to sustain a culture of assessment.
- Faculty members engage in the scholarship of teaching and learning.
- Academic degree programs complete the assessment cycle, which includes faculty members using assessment results to improve student learning.
- Department leaders and administrators use student learning assessment results to guide planning.
- The campus community (faculty members, administrators, staff, students) perceives program-level assessment as supporting student learning.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Targeted Outcome: #3. Academic degree programs complete the assessment cycle, which includes faculty members using assessment results to improve student learning.
Assessment Question: How can the AO improve the annual assessment reporting system and streamline communications with assessment coordinators.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
Responses to an online survey.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
55 assessment coordinators completed the survey out of 102 coordinators on campus (54% response rate).
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
Other: faculty in the Assessment Office
9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
Over 50% of respondents:
- Indicated they would like to receive the initial submission request on August 15th.
- Indicated they would like to receive 2 reminder emails.
- Perceived the report questions as clear.
- Felt the report questions allowed for an accurate portrayal of assessment in their program(s).
- Perceived the online interface was not difficult to use.
- Believed they knew where to seek help if they had problems inputting their report(s).
Suggestions for improvements to the online system fell into these categories:
- table creation,
- navigating through the system
11) State how the program used the results or plans to use the results. Please be specific.
The AO will send the initial request for the annual assessment report on August 15 and follow up with 2 emails. The AO will work with the OVCAA's programmer to address the online reporting system issues.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The survey response rate could be because only one follow-up email was sent. In the future, the AO may send 2-3 follow-up emails to increase the response rate.