Academic Program Assessment
The purpose of academic assessment is to improve student learning experiences through an ongoing, systematic, faculty-driven assessment process for each academic program. The academic assessment process involves:
- Establishing student learning outcomes
- Identifying meaningful measures and expected performance levels
- Reviewing findings and creating action plans to improve curricula, instruction, or support
- Implementing improvement action plans
Academic Program Definition
Baylor defines an educational program as a degree or certificate with a major field of study. Baylor expects all students to be assessed as part of their primary degree or certificate program. Baylor does not require assessment reports for concentrations, secondary (embedded or cross-curricular) certificates, secondary majors, or minors because they cannot be the primary academic award for students. Rather these designations reflect additional specialized study to complement the students’ primary educational program.
Academic Assessment Expectations
Primary degrees and primary (stand-alone) certificates are required to participate in the assessment process. Most educational programs report assessment results annually. Programs with fewer than 5 graduates in their exit cohort are eligible for an exemption and are expected to report every 2-3 years so data can reflect assessment results for at least 5 graduates.
Student Learning Outcomes identify the body of knowledge, set of skills, and dispositions of attitude that we expect students to gain by the time they complete their degree program. Because the scope of these outcomes covers several years of study, they are often broad statements. However, the means to measure success in those areas should be specific enough to identify patterns of success and difficulty for students. Assessment methods can be classified as either direct or indirect. See the Method of Assessment Chart for characteristics of each method.
Direct Assessment methods examine student work such as papers, tests, and presentations. These measures should provide evidence of students’ knowledge or abilities.
Indirect assessments methods, such as exit interviews or surveys of students or alumni may also be used. These types of assessments are useful in understanding how students perceive they have benefited from their educational experience.
Program Effectiveness Outcomes may describe strategic goals for the department, such as graduation rates, diversity, faculty hires to enhance the curriculum, or improvements identified through the external Program Review process. Graduation and job placement rates, the number of presentations and publications by students, or examination of the program by external reviewers are also examples of appropriate measures.
Annual Assessment Reports facilitate ongoing faculty conversations that seek to identify areas for improvement in student learning. Institutional resources such as a common reporting template, help look for patterns above the individual program level and seek institutional solutions of broader scope. The Student Learning Outcome and Program Effectiveness (SLOPE) template seeks to provide an executive summary table as a common organizing feature, while still allowing programs to include as much context and supporting documentation as is useful for the program.
Notes:
- Standalone certificates are assessed as a separate program; embedded certificates are assessed as part of the corresponding program.
- Some programs may submit a combined report, as appropriate, but have outcomes specific to each program (e.g., BA and BS in Chemistry).
- Accelerated programs (i.e., 4+1) must total 150 semester credit hours or more accounting for shared (double-counted) courses. An approved justification is necessary for any programs where the combined total is under 150 hours.
Resources:
- SLOPE Academic Report Template (55.39 KB)
- SharePoint Intranet site (must use your BearID to access)
- Method of Assessment Chart
- Curriculum-Outcome Matrix
- FAQs on Academic Assessment