Assessment Plan

assessment plan little logo

At McKendree University, we have a systematic assessment plan called Assessment 2.0. Each year, we focus on one student learning outcome according to an established timeline. Our Student Learning, Assessment, and Teaching Effectiveness (SLATE) committee oversees the entire plan and SLATE subcommittees are responsible for developing and implementing the assessment of individual outcomes.

 

SLATE subcommittees operate on a two-year cycle. In year one, they plan, develop, and/or revise the targeted student learning outcome. In year two, they implement changes to the outcome or assessment tools and sponsor activities to educate the campus community about the targeted outcome. Year two is also designated as the "Year of [student learning outcome]."  For example, 2016-2017 is the "Year of Lifelong Learning" at McKendree University. 


Assessment 2.0 Timeline

Year

Planning and Development

Implementation (Year of...)

2010-2011

Engagement

 

2011-2012

Personal and Social Responsibility

Engagement

2012-2013

Diverse Perspectives

Personal and Social Responsibility

2013-2014

Effective Communication

Diverse Perspectives

2014-2015

Inquiry and Problem Solving

Effective Communication

2015-2016

Lifelong Learning

Inquiry and Problem Solving

2016-2017 (repeat cycle)

Engagement

Lifelong Learning

2017-2018

Personal and Social Responsibility

Engagement

2018-2019

Diverse Perspectives

Personal and Social Responsibility

2019-2020

Effective Communication

Diverse Perspectives

2020-2021

Inquiry and Problem Solving

Effective Communication

2021-2022

Lifelong Learning

Inquiry and Problem Solving

2022-2023 (repeat cycle)

   


Note: The Discipline-Specific Competence student learning outcome is addressed by major (program-level) faculty on an annual basis and is not included in the timeline above.


Process


During the planning and development year, the Student Learning, Assessment, and Teaching Effectiveness (SLATE) committee identifies a subcommittee to develop and/or revise workable, reasonable, meaningful, and useful assessment tools to evaluate student mastery of the identified learning outcome. The subcommittee strives to answer the following questions:

  1. Clarify or reconfirm the outcome: What does it look like? What does it mean? Identify measurable performance indicators (specific behaviors) that would show mastery of the outcome.

  2. Where is this outcome taught or acquired? What opportunities are available for students?

  3. What assessment tools do we already have (direct or indirect)?

  4. What data do we already have? What do we already know about baseline performance?

  5. Choose or reconfirm one or two performance indicator(s).

  6. Choose, develop, or reconfirm the assessment tool(s) that will be used to systematically assess the chosen indicator(s).

  7. Identify or reconfirm who will be assessed, when they will be assessed, and how they will be assessed.

  8. Identify or reconfirm who will be responsible for conducting the assessment(s) and reporting the results.


During the implementation year, there is an institution-wide focus on the identified student learning outcome. Examples include: Hett programming, University 101 activities, inclusion in President and Provost speeches, teaching workshops, brown bag lunches, student activities, university communications, and other initiatives. In addition, the assessment tools are implemented and data are shared, reviewed, and used. In subsequent years, data continue to be collected, reviewed, disseminated, and used.