Unit: Office of the Vice Chancellor for Academic Affairs
Program: A1_Assessment_ProgExample
Degree: NA
Date: Thu Jun 19, 2014 - 2:20:04 pm
Program: A1_Assessment_ProgExample
Degree: NA
Date: Thu Jun 19, 2014 - 2:20:04 pm
1) Below are your program's 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.
Department Website URL: http://manoa.hawaii.edu/assessment Student Handbook. URL, if available online: NA Information Sheet, Flyer, or Brochure URL, if available online: NA UHM Catalog. Page Number: NA Course Syllabi. URL, if available online: NA
Other: Other: 3) Select one option:
Curriculum Map File(s) from 2013:
- 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.
0%
1-50% 51-80% 81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
How well did the office meet its outcomes during the last academic year?
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Written feedback from faculty who attended AO events on what they learned, applicability of what was learned, effectiveness of event, and overall perception.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All faculty (259) who attended events were asked to submit written feedback. 96% did. Total = 249 responses.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: AO faculty specialists10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes 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) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
86% of respondents met the learning outcomes.
97% reported the event useful and 91% reported they will apply what was learned to future assessment tasks.
12) State how the program used the results or plans to use the results. Please be specific.
No major changes were made. Minor changes to event content were made based on specific suggestions. When less than 90% met the learning outcome for a particular event, that event was modified for content or presentation technique.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
None.