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SG-Assessment: Charge to the Committee & Definition of Assessment

Charge to the Shared Governance Assessment Committee

1)    Define "Assessment" for  Lake Superior State University


2)    In thought and action develop a “culture of assessment” to improve academic and institutional outcomes.

3)    Incorporate the Six Fundamental Questions of the HLC into all promoted academic assessment activities
    a)     How are your stated learning outcomes appropriate to your mission, programs, and degrees?
    b)    What evidence do you have that students achieve your stated learning outcomes?
    c)    In what ways do you analyze and use evidence of student learning?
    d)    How do you ensure shared responsibility for assessment of student learning?
     e)    How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?
     f)     In what ways do you inform the public about what students learn—and how well they learn it?

4)    Develop an academic review process at the levels of course & program, department & school, college, and university which will result in the improvement of student learning including:

a)    Development of learning objectives and outcome measures which are effective, valid and reliable indicators of student achievement

b)    Systematic and scheduled planning to report assessment activities. Reporting should be in a narrative format and discuss

i)      the outcomes identified at the course and program level

ii)     the assessment process used to provide evidence of student achievement

iii)    the feedback loop describing how the assessment data is reviewed and by whom

iv)   summary of changes made as a result of assessment

c)    Providing assistance and professional development opportunities to achieve the above


5)    Develop an operational support review process at the levels of unit and university which will result in the improvement of the student learning experiences, including:

a)    Development of objectives and outcomes which are effective, valid and reliable indicators of operational support services

b)    Systematic and scheduled format to report assessment activities. Reporting should be in a narrative format and discuss

i)      the outcomes identified at the unit and university level

ii)     the assessment process used to provide evidence of achievement in service

iii)    the feedback loop describing how the assessment data is reviewed and by whom

iv)   summary of changes made as a result of assessment

c)    Providing assistance and professional development opportunities to achieve the above

6) Assist the Provost in institutionalizing assessment
    a) Common reports formats
    b) Common storage for reports
    c) Identification of documents to be archived
    d) Development of dashboards for administrative review toward meeting goals


LSSU Definition of Assessment

 Assessment of the total student learning experience at Lake Superior State University encompasses the aspects of both academics and operational support. 

 Academic assessment is an ongoing, open, evaluative process focused on improving student learning.  It requires the University to make its learning expectations clear to students and to establish appropriate learning outcomes at the course, program and university levels.  It helps determine how well student performance matches the expected outcomes.  The resulting information is used to inform changes in courses and programs for the improvement of student learning.

 Operational support assessment is an ongoing, open, evaluative process focused on improving university culture and services.  It requires the University to make its service and cultural expectations clear to its stakeholders, and to establish appropriate outcomes at each level of operation.  It helps determine how well performance matches the expected outcomes.  The resulting information is used to inform changes at the unit and university levels for the improvement of the student learning experience.

 


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The original charge to the committee developed as part of the Academic Improvement Plan

i)         Review efficacy of the LSSU Strategic Plan assessment processes (includes strategic initiatives).

ii)       Ensure LSSU has incorporated the accepted HLC minimal standards for assessment including  the Higher Learning Commission’s five fundamental questions for institutions to use in discussing and defining assessment:

(1)     How are your stated student learning outcomes appropriate to your mission, programs, and degrees?

(2)     What evidence do you have that students achieve your stated learning outcomes?

(3)     In what ways do you analyze and use evidence of student learning?

(4)     How do you ensure shared responsibility for assessment of student learning?

(5)     How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?

iii)      Define “assessment” for LSSU.

iv)     Review and approve all course syllabi learning outcomes and assessment processes.

v)       Review and approve all academic program outcome statements and assessment processes.

vi)     Assist the Provost with the development of a process of regular program review.

vii)    Develop a common format for yearly academic reporting of assessment activity as defined by the HLC. This might include:

(1)     Statement of Program Outcomes by each program/degree.

(2)     A discussion of the assessment processes used to generate data appropriate for analysis of student success in achievement of outcomes. What measures are used?  Direct?  Indirect?  Etc.

(3)     An overview of the feedback loop, describing how the assessment data is reviewed and by whom.  What measures are in place to insure that faculty read and react or respond to the results of assessment data.

(4)     A one year summary of changes in course content, syllabi, or course requirements, etc. driven by an analysis of the assessment data. 

viii)  Review and evaluate the use of assessment by institutional units and recommend improvements in their assessment processes where necessary.

ix)     Review and evaluate the effectiveness of the institution’s responses to assessment and evaluation in the form of budgetary or programmatic modifications.

x)       Review and evaluate the use of specific performance standards by individual units for purposes of continual improvement of programs and/or services.

xi)     Assist the Provost in institutionalizing assessment.

(1)     Common reports formats.

(2)     Common storage for reports.

(3)     Identification of documents to be archived.

(4)     Development of dashboards for administrative review towards meeting goals.


LSSU Definition of Assessment – AIP July 18, 2011

Assessment is an on-going, evaluative process focused on improving student learning. It requires the institution to make its learning expectations clear to students and to establish appropriate learning outcomes at the course and program levels. It helps determine how well student performance matches the expected outcomes. The resulting information is used to improve student learning by making changes in the courses, programs, and resource allocations to improve student learning. The process is institutionalized and conducted openly.

ApndxA-9_Academic Improvement Plan 18-Jul.pdf


Revision History

The originan October 6, The AC distributed to the campus community for review and comment the following revision to the Charge, and revision to the definition of assessment. Based on feedback from the campus community the following changes were made at the AC meeting of October 13, and this draft was submitted to the Oversight Committee for review. 

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