Link 1 - Evaluation of Student Learning Plan

8/4/2019 Link 1 - Evaluation of Student Learning Plan

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Office of the Dean for Academic Affairs

Plan for the Assessment ofStudent Learning

Committee for the Learning-Assessment Plan

Ro Piedras Campus

University of Puerto Rico


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INDEX

INTRODUCTION 1

THE LEVELS OF THE PLAN 5

Institutional level 5Academic Program level 8

DEVELOPMENT OF THE PLAN FOR

THE ASSESSMENT OF STUDENT LEARNING 11

Schema 11

Program description 11

Description of proposed assessment process 12

Plan for the Assessment of Student Learning 12

Annual Progress Report 12

BIBLIOGRAPHY 13

APENDIXES

A. Committee, Plan for the Assessment of

Student Learning 16

B. Context 18

C. Implementation schedule 22

DIAGRAM 1

Structure of the Plan for the Assessment of Student

Learning, Rio Piedras Campus 25


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INTRODUCTION

In pursuit of the Campuss commitment to maintaining excellence in university-level

education at the University of Puerto Ricos Rio Piedras Campus, and to addressing the

institutional obligations contained in the Strategic Action Plan (SAP), Academic Senate

Certification 64, and the document entitled Toward A Learning Community: Reflections on the

Teaching-Learning Processes on the Rio Piedras Campus, and Recommendations (1999), a

committee1 designated by the Dean of Academic Affairs has developed the Plan for the

Assessment of Student Learning (PASL) described in this document. In addition,

recommendations and standards of accrediting agencies such as the Middle States Association of

Colleges and Schools were taken into consideration in formulating the Plan, while the Rio

Piedras Campuss mission statement is its point of departure (see Appendix B).

The Plan for the Assessment of Student Learning on the Ro Piedras Campus reflects this

institutions recognition of student learning as the moving force behind all educational activities

and experiences on the Ro Piedras Campus. This plan has the following objectives that are

expected to be accomplished in five years:

Establish a continous institutional system to evidence the progress and achievements of

the academic programs in relation to student learing as a result of the curricular sequence

of each student.

Articulate all the activities of the different offices in relation to the assessment of student

learning.


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Plan for the Assessment of Student Learning, Ro Piedras Campus

Improve the teaching-learning process and the academic planning in desicin making and

promote reflexion using the findings of the assessment process at the institutional and

academic programs levels.

Use the findings of the assessment process to revise the curriculum and services that the

academic programs provide.

In this document, academic programs is taken to mean all those programs which grant

degrees in accordance with certifications by the Puerto Rican Council on Higher Education

(CHE). The student-learning outcomes are identified in the UPR/RP mission statement as well as

in each academic programs mission, goals, objectives, and graduating-student profile. The

Campuss mission statement identifies the following domains that are to be expected of its

student body, regardless of college, academic program, or year of studies:

intellectual curiosity

capacity for critical thinking

ongoing learning

effective communication

appreciation and cultivation of, and commitment to, the values and ideals of

Puerto Rican society

social responsibility

capacity for independent study

research and creative endeavor


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program expects from its students. Knowledge refers to the particular body of facts, data,

information and the many and various interpretations that can be given to these data, which the

program expects its students to acquire. Skills indicates what students are able to do with the

knowledge they have acquired. Attitudes represents students disposition to act in an ethical

and responsible manner. The PASL will also facilitate the gathering and interpretation of

information on student learning with respect to the expected domains set forth in the Campuss

mission statement and to the particular knowledge, skills, and attitudes of each academic

program.

In this plan, assessment is an ongoing, formative process aimed at gathering, analyzing,

and interpreting information on what students have learned and what they can do with what they

have learned. The academic programs will utilize the findings that emerge from this process to

improve student learning, teaching, academic planning, curricular offerings, and the programs

own academic administration. The PASL will also help to compile evidence on the performance

of students with respect to their learning vis--vis the expectations set forth in the Campuss

mission, goals, and objectives.

The assessment of student learning contemplated in this plan is designed to answer four

principal questions:

What do we expect students to learn at the UPR/RP?

What do we do to help them achieve that learning?

How do we gather evidence on the students learning?


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These questions suggest that the purpose of the process is to promote reflection on the

institutions commitment to student learning. This reflection will, in turn, help direct efforts

toward improving teaching and student learning.

The plan provides a frame of reference common to all academic programs on the

Campus, enabling them to implement a system that can gather evidence on students learning

vis--vis the objectives set by each academic program and the Campus as a whole. The

committee has developed this plan with respect for the history, autonomy, and diversity of each

academic program; therefore, the plan is intended to serve as a general guide, and is not intended

to dictate or prescribe the assessment activities and instruments to be used.

Nor is the individual academic programs assessment plan designed to gather information

on everything that is important for that program in terms of student learning; it is not a

description of everything the academic program hopes its students learn. Rather, the plan, which

is ongoing, gathers information on elements of that learning, and as the Campus compiles the

information provided by each program, the Campus as a whole will be able to gauge the degree

to which the goals for the domains set forth in its mission statement have been achieved.

Information on everything that the Campus does and strives to do with respect to student

learning will not be gathered.

The PASL is underlain by the following principles:2

Its focus or center is the learning expected of students.

It requires many and varied sources of information, through time, on student learning.


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It documents the academic programs achievements vis--vis their educational objectives.

It is a participatory, dialogic process.

It disseminates information on learning outcomes.

It serves as a guide for reflection and decision-making on the achievement of the

academic programs objectives for their students learning.

It improves the teaching-learning process in particular, and the institutions educational

quality in general.

THE LEVELS OF THE PLAN

In order to put the PASL into effect on the Rio Piedras Campus, two operational levels

are proposed: the institutional level and the program level. Diagram 1 is a graphic representation

of the plans structure.

Institutional Level

The institutional level is structured to ensure that the Plan for the Assessment of Student

Learning is implemented as designed and is completed on schedule. The campus administration

(the Chancellor, the Dean of Academic Affairs, the Dean of Graduate Studies and Research, the

various college deans, and the directors of professional schools) is charged with leadership in

initiating, developing, and maintaining an institutional culture which gives major importance to

teaching and student learning and to its appropriate evaluation. At both the institutional and

program level, responsibilities for the development and implementation of the PASL are shared

by the institutions administrative personnel and faculty However we recognize that the key


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The Office of the Dean of Academic Affairs and the Office of the Dean of Graduate

Studies and Research will provide the financial support necessary for the implementation and

evaluation of the PASL. These offices will closely monitor the implementation of the academic

programs PASLs by maintaining close communication with the deans of colleges and directors

of professional schools. These offices are also charged with overseeing and facilitating

coordination with the other Campus offices that offer support for the assessment of student

learning, such as the Registrars Office, the Office for Academic Planning (OAP), and the Center

for Academic Excellence (CAE).

During the second semester of 20032004, the Dean of Academic Affairs established the

Office for the Assessment of Student Learning (OASL). The function of this office is to support

and give guidance to academic programs and provide follow-up on implementation of the

Campus PASL. It is charged with the following task:

Making recommendations on institutional policy relating to the assessment of student

learning.

Collaborating with the academic programs in developing their individual learning-

assessment plans.

Providing technical assistance and resources, when necessary, for the design of data-

gathering instruments and other assessment activities.

Gathering information on the implementation of the academic programs individual

PASLs, as set forth in the Campus plan.


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Carrying out a formative evaluation of progress in implementing the plan, and making

any necessary adjustments in that process.

Providing information to expand the SAGA database, in consonance with the Campus

PASL.

Coordinating with the CAE in the design and implementation of a training program on

the learning of assessment and the development of the PASL.

Encouraging professors and students to take an active part in the development and

implementation of their academic programs students learning assessment plans as well

as of the overall Campus plan.

Recommending to the administrators of academic programs that they offer incentives to

faculty members, such as sponsoring faculty participation in professional activities on

assessment and learning-evaluation in Puerto Rico and abroad.

Offering technical support to professors interested in developing research projects related

to student-learning assessment within the sphere of their teaching.

Offering technical support in the use of assessment findings (and/or outcomes) to

improve the teaching-learning process.

Analyzing the academic programs reports and incorporating data from the OAP so that

those reports can help the programs achieve an overview of the state of student learning

on the Campus.

Keeping the appropriate institutional authorities informed of the progress of PASL


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Academic Program Level

The academic programs will be responsible for the creation and implementation of their

own individual PASLs, which will take into account the following elements:

The domains set forth in the Campus mission statement.

The knowledge, skills, and dispositing appropriate to the discipline or field of study, as

identified in the programs mission, goals and objectives, and graduating-student profile.3

The courses and educational experiences in which student progress or achievement in the

selected knowledge, skills, and attitudes determined in the academic programs and other

college is fostered.

The way in which evidence on its students learning is gathered and evaluated.

The moment or time at which that information is gathered. Each program should gather

information on student learning at at least two points; one of these must be at the end of a

course sequence.

The sequence, scope, and depth of courses in which the selected domains, areas of

knowledge, skills, and attitudes are taught.

The information and technology knowledge and skills in which the library plays a central

role.4

The use of direct and indirect techniques for gathering information on student learning.5

3These principles should emerge from a consensus among the academic programs faculty members and students.


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The dissemination of the plan to the academy community.

Implementation of the PASL at the program level will initially be carried out in two

stages. In the first stage, which will last for three years, each academic program will gather and

interpret information on at least two of the following four domains within the Campuss mission

statement:

Capacity for critical thinking

Effective communication

Social responsibility

Research and creative activity

Each academic program will also gather, analize and interpret information on at least one

of the areas of knowledge, skills, or attitudes inherent to the discipline or field of study. In the

second stage, which will last for two years, each program will gather, analize, and interpret

information on the remaining domains within the Campus mission statement and at least one of

the other areas of knowledge, skills, or attitudes inherent to the particular discipline or field of

study. After the PASL is evaluated, the implementation schedule will be revised (see Appendix

C).

Responsibility for assessment of student learning on the Rio Piedras Campus will be

shared between the academic programs, the colleges or schools, and the institution as a whole, in

keeping with the calendar for implementation of the PASL on the Campus, but as we have stated,

the Campuss colleges and schools will be mainly responsible for implementation of their own


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Gathering and analyzing the reports from the various academic programs.

Outlining strengths and areas of need.

Structuring a plan of action for addressing the needs identified by the assessment.

Justifying the budget impact resulting from the findings.


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DEVELOPMENT OF THE PLAN FOR THE ASSESSMENT OF STUDENT

LEARNING

In order to design and develop a plan for assessing the students learning in academic

programs, we recommend the schema outlined below. Initially, this plan should include

assessment by and within the academic programs for the first three years. Every two years, a plan

is to be formulated for incorporating the additional mission domains and at least one of the fields

of knowledge, skills, or attitudes inherent to the particular discipline or field of study.

In addition, each program should submit to its dean or director an annual progress report

on the implementation of its plan. The format of this report is given at the end of this section.

The dean of the college or director of the professional school will gather and evaluate the annual

reports submitted by the academic programs. This administrator will analyze the findings with

the programs and submit a report to the OASL and the Office of the Dean of Academic Affairs,

summarizing those findings and recommending actions to be taken.

Schema

a. Program description

This part includes information describing the academic program that is designing the program

PASL. Once the plan has been designed for the first time, this information will be revised or

updated for each subsequent stage.

1. College or School

2. Department

3 Name of academic program


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b. Description of proposed assessment process

This space will contain a description of how the assessment process is to be carried out within the

program. The following questions may serve as a guide for this description: What is going to be done to

gather information on the studentss learning in the program? At what point is the information going to be

gathered? What technical and human resources are to be used? How is the process to be carried out?

c. Plan for the Assessment of Student Learning

This table summarizes the principal elements of the programs PASL. Each row will show what the

program proposes to do to gather information on student learning within the period of time allotted for

that mastery.

Domains of the Campusmission statement,

programs areas ofknowledge, skills, and

attitudes

Courses or ex-periences in

which infor-mation will be

gathered

Points at whichinformation will

be gathered

Data-gatheringactivities or

instruments

Criteria Person or unitresponsible

d. Annual Progress Report

Once its PASL is implemented, each academic program will submit an annual report containing,

as a minimum, the following information:

What information was gathered vis--vis what the Plan intended?

What were the findings (strengths and areas needing strengthening)?

How were the findings utilized?

What actions and decisions did the academic program take, or will it take, to address


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BIBLIOGRAPHY

Angelo, T. A., and P. K. Cross (1993). Classroom Assessment Techniques: A Handbook for CollegeTeachers. San Francisco, CA: Jossey-Bass.

Association of American Colleges. (1985). Integrity in the College Curriculum. Washington, D.C.:

Association of American Colleges.

Astin, A. W. (1993). Assessment for Excellence: The Philosophy and Practice of Assessment and

Evaluation in Higher Education. New York: American Council on Education & Oryx Press

Banta, T. W.; J. P. Lund; K. E. Black; and F. W. Oblander (1996). Assessment in a Practice. SanFrancisco, CA: Jossey-Bass Publishers.

Banta, T. W. & Associates (1993). Making a Difference: Outcomes of a Decade of Assessment in Higher

Education. San Francisco, CA: Jossey-Bass Publishers.

Brown, S., and A. Glasner (1999).Assessment Matters in Higher Education: Choosing and Using Diverse

Approaches. Philadelphia: The Society for Research into Higher Education & Open University

Press.

Ewell, P. T.; P. Hutchings; and T. Marchese (1991). Reprints of two papers on assessments history and

implementation. Washington, DC: American Association for Higher Education.

Ewell, P. T. (1983). Student-Outcomes Questionnaires: An Implementation Handbook. Colorado:

National Center for Higher Education Management Systems.

Halpern, D. F. (1987). Student Outcomes Assessment: What Institutions Stand to Gain. San Francisco,

CA: Jossey-Bass Publishers.

Heywood, J. (1977)Assessment in Higher Education. New York: John Wiley & Sons

Hutchings, P. (n.d.) Behind Outcomes: Contexts and Plan. Washington DC: American Association for

Higher Education.

Hutchings, P.; T. Marchese; and B. Wright (1991). Using Assessment to Strengthen General Education.

Washington, D.C.: American Association for Higher Education.

Joint Committee on Standards for Educational Evaluation (2003). The Student Evaluation Standards:

How to Improve Evaluations of Students. Thousand Oaks, CA: Corwin Press.

Maki, P. (January 15, 2002). Using Multiple Assessment Methods to Explore Student Learning and

Development Inside and Outside the Classroom Net Results April 25 2003


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Principles for learning assessment

American Association for Higher Education

Principles of good practice for assessing student learning

http://www.aahe.org/principl.htm

http://www.aahe.org/assessment/principl.htm

The National Center for Fair & Open TestingPrinciples and Indicators for Student Assessment Systems

http://www.fairtest.org/princind.htmPrinciples for Fair Student Assessment Practices for Education in Canada

http://www.2learn.ca/Projects/Together/fair.html

Resources for assessment techniques and instruments

University of Wisconsin at Madisonwww.wisc.edu/provost/assess/manual/manual2.html

Southern Illinois University-Edwardsville

www.siue.edu/~deder/assess

Web sites for universities in the United States containing examples of institutional or

learning assessment plans

Clemson Universityhttp://assessment.clemson.edu

Florida Atlantic Universityhttp://iea.fau.edu/asment/epic.htm

Ohio Universitywww.cats.ohiou.edu/instres/assessments/ncaplan.html

San Diego State Universityhttp://dus.sdsu.edu/assessment/

University of Massachusetts at Amherstwww.umass.edu/oapa


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University of Maryland at Baltimorehttp://www.umbc.edu/provost/Reports/MiddleStates/PRR-Final-5-22-01.pdf

South Dakota State Universityhttp://www3.sdstate.edu/Academics/AcademicAffairs/

Seton Hall Universityhttp://www.shu.edu/

Adelphi Universityhttp://administration.adelphi.edu/orap/

Portland State Universityhttp://www.cae.pdx.edu/assessment/0203AIplan.html

East Tennessee State Universityhttp://www.etsu.edu/iep/CAP/cap.htm

Miami University of Ohiohttp://www.units.muohio.edu/led/assessment/index.htm


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Appendix ACommittee, Plan for the Assessment of Student Learning

In May of 2003, Dr. Sonia Balet, Dean of Academic Affairs, appointed the following persons to

this committee; their first meeting was held on May 28, 2003. The committees principal responsibility

was to design and develop the plan for the assessment of student learning on the University of Puerto

Ricos Rio Piedras Campus. In addition, the committee was to play a central role in directing and

supporting efforts aimed at planning for the implementation of student-learning assessment on the

Campus. This committees ultimate goal is to ensure that the process of student-learning assessment is

useful for the institution and helps the colleges, departments, and academic programs to plan, improve,

review, revise, and evaluate the curriculum and the entire teaching-learning process.

Member nameE-mail address

7877640000,

extension:

Dr. Sonia Balet

(Dean of Academic Affairs)[email protected] 4915

Prof. Nadia Cordero

(Director, CAE)

[email protected], 2964

Dr. Nereida Delgado

(Faculty, College of Business Admin-

istration)

[email protected], 4047

Dr. Mara del C. Garca(Associate Director, CAE) [email protected] 2963, 2964

Dr. Consuelo Figueras

(Director, School of Information

Sciences and Technologies)

[email protected] 5028

Dr. Aurora Lauzardo

(Associate Dean, Academic Affairs,

Office of the Dean of Graduate

Studies and Research [DGSR])


Prof. Mara Luisa Mattei(Coordinator, PASL Committee)

[email protected]

Dr. Mara del R. Medina(Faculty, College of Education,

Coordinator)


Dr. Andrs Menndez

(F lt C ll f Ed ti )

[email protected]


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During the first semester of academic year 20032004, Dr. Ivonne Moreno (chair, Department of

Psychology), and Dr. Priscilla Negrn (researcher, OAP) were members of the committee. Prof.

Mara Luisa Mattei joined the committee in the second semester of that year. Graduate student

Jocelyn Velsquez was assigned to the committee as research assistant, and she took the minutes

and agreements in its meetings.


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Appendix B

Context

The statements of the mission and vision of the University of Puerto Ricos Ro Piedras

Campus are the point of departure for the institutions assessment plan. The Mission of the

Campus is:

1. To foster the integral education of its students through programs of study which promote

intellectual curiosity, the ability for critical thought, constant learning, effective

communication, an appreciation for and cultivation of ethical and aesthetic values,

participation in the workings of the Campus, and social awareness and a sense of social

responsibility.

2. To provide graduate education of the highest quality, whose key elements are research and

creative work, and which helps to strengthen undergraduate education. Furthermore, to provide

post-bachelors programs for the education and training of professionals of the highest caliber,

committed to the ideals and values of Puerto Rican society.

3. To provide an undergraduate education of excellence which offers students a unified vision of

knowledge, bringing general education and specialization into harmony, and fostering in

students the capacity for independent study and research.

4. To develop teaching, research, and service to and participation in the life of the community, with

respect for the historical and social conditions of Puerto Rico, in keeping with its Caribbean and

Latin American surroundings yet reaching out into the international community. To enrich and

strengthen the storehouse of knowledge pertinent to the consolidation of Puerto Rican

nationality, its history, language, and culture, while at the same time to foster the growth and

di i i f k l d i i l l l


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progress of Puerto Rican society, to the analysis of the Islands socioeconomic and political

problems, and to the formulation of solutions to those problems, and to the improvement of

quality of life.

Certification 64 (198990), issued by the Ro Piedras Campus Academic Senate, sets forth a Guide

for the Evaluation of Programs or Units that Submit Reports to the Academic Senate of the Ro

Piedras Campus. This certification is based on Academic Senate Certification 17 (197879) and

Council on Higher Education Certification 149 (198788). Certification 64 provides guidelines and

criteria to aid academic programs in carrying out self-studies and submitting their evaluation reports

to the Academic Senate. Among the recommendations included there is the following: Evaluate

student achievement in quantitative and qualitative terms and evaluate the means adopted by the

college for improving that performance. (p. 8)

Council on Higher Education Certification 93113 establishes the rules and procedures for

preparing, analyzing, and processing proposals for the creation and revision of academic programs.

Section XVI (Evaluation) requires a summative assessment plan that includes evaluation of (1) the

programs effectiveness in achieving its objectives, (2) student achievement, (3) the adequacy of the

faculty, (4) student and faculty opinion of the program, (5) the degree to which the program trains

students to exercise their functions in the workplace (for professional programs), (6) job-market

demand for graduates, and (7) the adequacy of physical and financial resources.

The UPR/RPs Strategic Action Plan (SAP), approved by the Academic Senate and the

Administrative Board in 1997, defines this institutions goals and priorities until 2006. One of the

strategic areas in this plan is Evaluation, which requires ongoing tracking of the plans

implementation The following objectives are to be achieved:


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Each program and administrative unit of the campus will design a five-year development plan

to address its particular needs within the framework of the Campuss general strategies for

action.

The campus will develop agile, flexible mechanisms for maintaining the formulation and

implementation of plans incorporating the outcomes of institutional and academic

assessments.

The campus will develop information systems that will allow outcomes assessment and

reformulation of strategic plans.

In the list of Strategies for Action, one of the objectives for the Key Area of Student Life is to evaluate

and constantly review the quality of academic and administrative services offered to students.

The 1995 and 2000 reports submitted to the Middle States Association of Colleges and Schools

(MSA) reported that the Office of Academic Planning and the deans had prepared a proposal to translate

the campus mission into expected outcomes in the teaching process and had also set forth methods for

achieving those goals. The reports also noted that the academic programs were to be responsible for

outcomes assessment. The reports further stated that even though there was no plan for outcomes

assessment, some assessment activities had been carried out on the Campus, among which was the use of

certain tests and indicators (College Board scores, admissions indices, and interviews). In addition,

follow-up and retention studies had been done for active students. The student information system, they

reported, was in the process of development, and that system included data on students academic

progress and other relevant variables.

The programs and units have compiled information on their students in the areas of student

achievement and academic progress; retention; graduation rates; compliance with program requisites;


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Appendix CImplementation scheduleImplementation and evaluation of the PASL

The implementation and evaluation of the PASL will be carried out in five phases over a period

of five years, as noted below in Table 1.

Phases

1. Publication, review, revision, and approval of the Campus Plan for the Assessment of Student

Learning (PASL).

2. Development of assessment plans by the academic programs.

3. Implementation of the Campus PASL.

4. Formative evaluation of the implementation of the Campuss and some programs PASLs.

5. Summative evaluation of the Campuss PASL.

Table 1. Schedule for implementation and evaluation of the Plan for Assessment of Student Learn-ing (first five-year cycle)

Phase 1st sem.20042005

2nd sem.20042005

1st sem.20052006

2nd sem.20052006

1st sem.20062007

2nd sem20062007

1st sem.20072008

2nd sem.20072008

1st sem.20082009

2nd sem.2008-2009

1

23 Pilot

10programs

Pilot10

programs10

programs10

programs10

programs10

programs10

programs10

programs10

programs10

programs

4

5

Each semester of academic year 20042005, five academic programs will develop their individual PASLs

and implement them the next semester, as a pilot program. Thus, it is expected that by December of 2005

there will be at least 10 programs with plans implemented. Over a period of five years, it is expected that

at least 90 academic programs will have implemented their individual PASLs. The goal is that as a


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Table 2. Timetable for Implementation and Evaluation of PASL

Phase Time Period Activities Unit responsible

1. Publication,

review, revision,

and approval of

the Campus Plan

for the Assessment

of StudentLearning

August 2004-

May 2006 1.1 Develop electronic site for the PASL DAA, CLAP

August 2004-

October 20041.2 Hold public hearing on the PASL

DAA, DGSR, and

CLAP

August 2004-

December 2004

1.3 Incorporate recommendations from theuniversity community into the PASL

CLAP

October-

December 2004

1.4 Approval of the PASL by the AcademicSenate

DAA, CLAP, and

Academic Senate

August 2004-

May 2005

1.5 Give orientations and workshops on theassessment of learning to administrative

staff, faculty, and students

DAA, CAE, and

OAAE

January 2005-

May 2006

1.6 Develop instrument for the assessment oflearning on the Campus

OAAE, OAP, and

consultants

2. Development of

assessment plans

by academic

programs

August 2004-

December 2006

2.1 Set priorities, strategies, and deadline forthe development of the programs PASLs

DAA and OAP

August 2004-

December 2004

2.2 Form committees in charge of learning-assessment in departments and programs

Deans and directors

of programs;

profesors; and Stu-

dent Council

August 2004-

May 2007

2.3 Provide orientation and technical advice todepartments and programs on development

of learning-assessment plan dovetailing into

Campus PASL.

OAAE, DAA, OAP,

DGSR and programs

committees

3. Implementationof the Campus

Plan for

Assessment of

Student Learning

August 2004

December 2004

3.1 Appoint a coordinator for Campus student-learning assessment

DAA and DGSR

January 2005-

December 20053.2 Implement pilot PASLs in 10 programs

Coordinator and

Program Committees

August 2005-

May 2009

3.3 Implement PASL in programs (min. 10 persemester)

Program committees,

DAA, and DGSR

May 20053.4 Begin pilot administering of data-gathering

instrumentsAssessment

coordinator

December 2005-

December 2006

3.5 Develop instruments to gather data onlearning in each academic program

Assessment

coordinator,

programs com


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Table 2. Timetable for Implementation and Evaluation of PASL

Phase Time Period Activities Unit responsible

4. Formative eval-

uation of the

implementation of

the Campus and

some programs

PASLs

January 2005-

May 2007

4.1 Gather information on implementationprocess for overall Campus and within

programs

OAAE and external

evaluation

January 2005-

May 2007

4.2 Monitor the Campus and programsutilization of findings from the assessment

process

College deans, DAA,

OAAE

May 2005-

May 20094.3 Evaluate the findings

College deans and

OAAE

May 2005-

June 2007

4.4 Prepare annual reports on progress inimplementation of PASLs in programs

Program committeesand college deans

4.5 Request input from external evaluations onimplementation of PASLs

External evaluators,

DAA, DSGR, and

college deans

5. Summative

evaluation of the

Campus PASL

August 2008-

May 2009

Gather information on the process of

implementation of the PASL at Campus and

program level.

External evaluators

Prepare final report and give recommendations. External evaluators

Pl f h A f S d L i R Pi d C


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September 2004 25

Diagram 1Structure of the Plan for the Assessment of Student Learning, Ro Piedras Campus

Domains1. Intellectual curiosity

2. Capacity for critical

thinking

3. Ongoing learning

4. Effective communication

5. Appreciation and cultiva-

tion of, and commitment to,

the values and ideals of

Puerto Rican society6. Social responsibility

7. Research and creative

endeavor

8. Capacity for independent

study

9. Unified and holistic view

of knowledge

Areas of knowledge, skills,and attitudes in majors,

specialties, and programs

Missionof the Ro Piedras Campus

of theUniversity of Puerto Rico

Program level

-- Committees in charge of PASLs

Institutional LevelOffice of the Dean of Academic

Affairs (DAA)

-- Office of Student-Learning

Assessment (OSLA)

Office of the Dean of Graduate

Studies and Research (DGSR)

- Institutional Assessment

Plan

- Plan for the Assess-

ment of Student Learn-

ing (PASL)

PASLs of the academic

programs

Documents

Link 1 - Evaluation of Student Learning Plan