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Assessment Review Committee, 1995-96

 In 1995-96 Ohio University began implementing department-based stu dent assessment. Through each academic college, departments submitted the first round of results of their assessments--how the plans were implemented and the program improvements made or planned.

In June 1996 the Provost, on the advice of the President's Policy Committee on Assessment, appointed a committee to review assessment reports. The committee recommended resource allocation to specific units for the purpose of improving undergraduate education. A total of $200,000 was set aside for reallocation, and six awards were made in 1996-97. The members of the committee are listed below.

  • Joe Bova--Director and Professor, School of Art
  • Gary Moden--Associate Provost
  • Valerie Perotti--Professor, Management Systems
  • Michael Prudich--Chair and Professor, Chemical Engineering
  • Barbara Reeves--Chair, Assessment Review Committee; Associate Provost
  • Bob Shelly--Professor, Sociology
  • Gary Small--Associate Professor, Chemistry

Award Recommendations

Awards go to six programs on the basis of their reported assessment activities. Each of these program reports clearly states objectives, focuses on student outcomes, and provides excellent documentation of accomplishing the objectives. They also describe improvements and enhancements that are a result of assessment activities. Each program is listed below with a highlighted activity from their report.

The following units are to receive $45,000 each:

School of Accountancy
This school set up Continuous Improvement Teams to look at five specific areas and to develop plans for improvement based on assessment in these areas. They make excellent use of information provided by Institutional Research in their assessment activities.

School of Communication Systems Management
This school uses a variety of internal and external indicators as sources of information for assessment. The capstone course in this school focuses on actual problem solutions in the field and feedback from these activities serves as a basis for program improvement.

School of Human and Consumer Sciences

This school uses an exemplary pattern of internal assessment. Examination (certification, license tests) information is used for program assessment where appropriate, and portfolios are used to assess students in non-examination areas.

The following units are to receive $22,000 each:

School of Journalism
This school does an excellent job of documenting students' experiences and obtaining feedback from employers in practica and internships. In turn, this information serves as a basis for improving internships and assessing the students' self-development.

Department of Psychology
This department uses assessment information to make curricular changes in order to improve the math and science skills of students for graduate school or jobs. Assessment data is also a factor in making staffing decisions for undergraduate teaching.

School of Recreation and Sports Sciences
This school develops and uses evaluation tools to assess skills and competencies for practica and internships in order to eliminate previous inconsistencies. They also use exit interviews to obtain information for the purpose of program improvement.

Best Practices in Assessment


The following list of best practices is one that the committee developed while reviewing the reports of assessment activities. The departments or schools whose reports contained effective uses of a number of these practices were those selected by the committee to receive funding.
  • A clear statement of department specific goals that matches reported assessment activities
  • Faculty involvement in curricular assessment and improvement
  • Use of multiple measures for assessment data
  • Use of information gathered by Institutional Research
  • Integration of departmental, college, and university missions
  • Focus on student outcomes with emphasis on both benchmarks and value added measures
  • Improvements based on results or a plan of how results will be used for improvement
  • Assessment activities or other elements of the model that are replicable to other units
  • Continuum of assessment activities from first year to work experiences

Source: Provost's Office

 

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