Questions and Answers about Assessment at Ohio University

Academic assessment involves the following:

1. Identifying the desired student learning goals for a curricular sequence, major program, or service mission (providing course work for other programs) of a unit;
2. Measuring quantitatively or qualitatively, the degree to which these goals have been met;
3. Using the measurement results to improve the academic program.

Why do we need assessment?

Ohio University has had a long history of student assessment, formally adopting its Institutional Impact Project in 1981. Student learning assessment by departments is the next logical step in ensuring that units have information to:

1. Improve the quality of their programs
2. Engage in introspective evaluation
3. Demonstrate accountability
4. Maintain accreditation

What did the North Central Association require from Ohio University and why is it still important?

Ohio University’s assessment plan was evaluated according to the following five criteria:

1. To what extent has the institution demonstrated that the plan is linked to the mission, goals, and objectives of the institution for student learning and academic achievement, including learning in general education and in the major?
2. What is the institution’s evidence that faculty have participated in the development of the institution’s plan and that the plan is institution-wide in conceptualization and scope?
3. How does the plan demonstrate the likelihood that the assessment program will lead to institutional improvement when it is implemented?
4. Is the timeline for the assessment program appropriate? Is it realistic?
5. What is the evidence that the plan provides for appropriate administration of the assessment program?

A commitment to continuous improvement through ongoing assessment and communication of educational objectives and achievements to our various constituencies contributes to the credibility of the university and directly addresses accountability questions

How should each unit develop assessment activities?

Units need to examine:

1. How are they using existing information for improving teaching, learning, and departmental student services?
2. What undergraduate and graduate student assessments are units doing? Does each unit already have some way to assess student learning in the major? For example, units often require seniors to take some type of capstone course (design, theory, etc.). This course may serve as an assessment tool. Does it allow for assessing all the objectives the unit has for its students?
3. Identify the new assessments it should do.

How do we formulate student learning goals and objective?

There are many models available for this exercise, some are discipline specific and /or have been mandated by accreditation organizations. Departments certainly have latitude in how they approach. Also important is how the goals and objectives fit (are integrated) with measures used to gather information. It could be helpful to break down student learning goals into three areas:

1. Cognitive knowledge of content area
2. Skills and competencies
3. Students attitudes (intellectual curiosity, ethics, cultural)

What types of measures or indicators can be used?

The following are examples of assessment units can use:

• Follow-up studies of graduates (placement, alumni surveys)
• Locally-developed tests
• Published tests
• Portfolio assessments
• Student self-assessments (logs and journals)
• Student interviews by faculty (ongoing or exit)
• Senior thesis, research project
• Senior capstone experience
• Professional/licensing examinations