Program Assessment

Definition

Program assessment is an evaluation of determined student learning outcomes that informs changes in pedagogy and curriculum to increase student success

For program assessment, every degree, diploma, and certificate program has a statement of purpose and learning outcomes. Each learning outcome is measured by the faculty in the program through a variety of assignments, tests, practicum, projects, and licensing examinations. Also, in some cases program graduates are surveyed to get feedback about how well the program prepared them for their jobs. The goal of program assessment is to revise and improve the curriculum of the program and to insure student success.

Program Plan Components

A good program assessment plan has four key components. These include:

  1. Learning Outcomes: Learning outcomes identify the most important things that students should know or should be able to do when they leave an OCC program. These are the “big picture” components of the program, the three to five outcomes that, taken together, articulate the entire scope of what OCC—and the world, hopes to see in a student who has completed this program.
     
  2. Benchmarks: Benchmarks identify how OCC will know if the student has achieved a learning outcome. If a learning outcome is part of the big picture of a program, the benchmarks describe that part of the big picture in greater detail. These benchmarks should be clearly defined and measurable, and there should be at least one per Outcome.
     
  3. Assessment Methods: With benchmarks clearly established, it needs to be determined how best to measure each outcome. This can be accomplished two ways -- through the use of direct measures (that demonstrate specific knowledge and abilities, such as exams, papers, internships, capstone projects, certification/licensure exams, etc.) or indirect measures (these demonstrate perceptions about learning, including focus groups asking people’s opinions of whether learning occurred). A combination of the two types will provide “multiple measures” of an outcome; multiple measures provide several ways to determine if a benchmark is being met, and it also satisfies the depth of assessment that OCC and The Higher Learning Commission expect. One way to develop both direct and indirect measures is through the use of a rubric; more information on this popular assessment tool can be found under the section “Plan Rubric.”
     
  4. Timeline: After developing several learning outcomes, each with one or more benchmarks, and each of those with at least two measurement strategies, it can be easy to lose track of which strategies and benchmarks have been assessed, and which ones haven’t. Development of a timeline assures everyone involved with the program that all learning outcomes are being assessed on a regular and consistent basis. A timeline also allows those involved with the program to engage in a few assessment activities at a time, as opposed to being overwhelmed with a large number of assessment activities all at once. In developing a timeline, it’s important to allow time to evaluate the results of the assessment. Once this is completed, time is needed in order to use those results to determine if the benchmarks have been met, and if learning outcomes have been achieved. Whether or not these have been achieved, the assessment process may reveal some needed changes in the program, the program assessment plan, or both; these will also require some time to develop.

* The Office of Assessment and Effectiveness sends monthly e-mail reminders to all program contacts, Facilitators, and Deans concerning those benchmarks which are scheduled to be assessed that month. Each e-mail reminder includes a Program Assessment Feedback Form in MS-Word format which is used to record and submit assessment results. This information is sent to the Program Assessment Facilitator, Dean, and Office of Assessment and Effectiveness and is maintained in the college’s official assessment database.

Developing and Implementing a Program Assessment Plan

Development of a program assessment plan starts with a solid understanding of the following characteristics of an assessment program as outlined by the Higher Learning Commission (NCA-CIHE Assessment Workbook; April/May 1991, p. 35.).

  1. Flows from the institution’s mission.
  2. Has a conceptual framework.
  3. Has faculty ownership/responsibility.
  4. Has institution-wide support.
  5. Uses multiple measures.
  6. Provides feedback to students and the institution.
  7. Is cost-effective.
  8. Does not restrict or inhibit goals of access, equity and diversity established by the institution.
  9. Leads to improvement.
  10. Includes a process for evaluating the assessment program.