Student Learning Assessment

The Guide is available in two formats: a single pdf or as a series of individual files.

The Guide as a single pdf

The Guide as a series of files:

• Requirements for Academic Programs

• Timeline for New Programs

• Program Level Assessment of Student Learning
  • Getting Started
    • Articulating Learning Goals
    • Alignment
    • Curriculum Mapping
    • Identifying Measures
    • Designing Assignments and Scoring Guide
  • Ongoing Processes
    • Data Collection and Record Keeping
    • The Annual Assessment Meeting

• Assessment of Student Learning in Other Venues
  • Course-Level Assessment of Student Learning
  • Assessment of the Integrative Core Curriculum

• Other Important Information
  • Note on Relationship with Academic Program Review
  • Offer of Assistance

Pre-2024 Assessment Plan summaries are available on the Archived Plans and Reports page. As plans are updated (in years ending in 4 and 9), new versions will be linked here.

Pre-2024 Assessment Reports are available on the Archived Plans and Reports page.  Once Reports are reviewed, they will be available here or in the JCU Faculty & Staff Shared Google Drive.

• Assessment Plan Summaries and Reports (alphabetical list) (index page)
• The Annual Assessment Report Form for CAS
• The Annual Assessment Report Form for Boler
• Position Description for Departmental Assessment Coordinator
• Syllabus Expectations and Examples
• Overview of the Assessment Cycle
• Assessment of Student Learning in Other Areas (Academic and Student Support, Co-Curricular and Extra-Curricular Learning)
• Institution-Level Assessment of Student Learning

Assistance with Assessment Planning

• Bloom’s Taxonomy Verbs
• Models
• Direct and Indirect Measures

Rubrics

• Meta-Rubric
• AAC&U VALUE Rubrics
• Syllabus Expectations and Examples

Other Resources

• Course-Level Assessment: Course Mapping

Assessment of the Integrative Core Curriculum

• Approved Rubrics for Core Categories:
  • Foundational Competencies: Written Expression
  • Foundational Competencies: Oral Expression
  • Foundational Competencies: Quantitative Analysis
  • Languages: Proficiency Levels
  • Languages: Proficiency Levels for Classical Languages
  • Distribution: Humanities
  • Distribution: Natural Science
  • Distribution: Social Science
  • Integrated Courses: Engaging the Global Community
  • Integrated Courses: Linked Courses
  • Jesuit Heritage: Philosophy
  • Jesuit Heritage: Theology and Religious Studies
  • Jesuit Heritage: Issues in Social Justice
  • Jesuit Heritage: Creative and Performing Arts
  • Requirements in the Major: Additional Writing Course
  • Requirements in the Major: Additional Presentation Experience

Instructions for Instructors of Core Courses (includes Canvas instructions)

On May 15, 2015, the Office of Academic Assessment hosted an on-campus free mini-conference to share the information learned by a small team of faculty who attended the Higher Learning Commission’s Annual Conference in late March. Forty-six members of the campus community pre-registered (25 of those with faculty status). There were at least six additional faculty members and more than four additional staff members who also attended at least one session.

Conference Schedule

Evaluation Results

Opening Session–Accreditation 101

• Presentation
• Map of Regional Accreditors
• Related Resource: What is Evidence? (Anthea Sweeney, HLC)

Breakout Session–Academic Program Review: Ensuring Quality in the Present and Future (presented by Mike Martin)

• Presentation
• Case Study

Breakout Session–A Survey of Currently Used Innovative Assessments for General Education Student Learning Outcomes (presented by Brendan Foreman)

• Presentation

Breakout Session–Campus-wide Assessment Strategies: Challenges and Opportunities (presented by Maria Marsilli)

• Advance Reading: A Comprehensive Plan for Campus Assessment (Paul Barnes and Laura Grams, U. of Nebraska at Omaha)
• Advance Reading: “Assessment’s Not My Job!” Engaging Staff in Co-curricular Assessment [Presentation, Handout 1, Handout 2, and Handout 3] (Erika Beseler Thompson and Jeremy Penn, North Dakota State University)
• Advance Reading: Best Practices in Implementing a University-Wide Assessment System: Lessons Learned(Sawyer Hunley and Justin Keen, University of Dayton)
• Presentation
• Handout
• Terminology Handout

Breakout Session–A Process-Oriented Approach for Establishing Student Learning Outcomes (presented by Rosanna Miguel)

• Presentation
• Activity