University Plan for the University Plan for the Assessment of Student Assessment of Student LearningLearning

Spring 2006 Revisions Include:Spring 2006 Revisions Include:-Addition of Graduate School Learning -Addition of Graduate School Learning GoalsGoals-Incorporation of recommendations from -Incorporation of recommendations from the North Central Association's site visitthe North Central Association's site visit-Reconfiguration of the plan to parallel -Reconfiguration of the plan to parallel format of departmental plansformat of departmental plans

EIU’s Student Learning EIU’s Student Learning GoalsGoals

University University Undergraduate Undergraduate GoalsGoals

EIU graduates will:EIU graduates will:1.1. Write effectivelyWrite effectively2.2. Speak Speak

effectivelyeffectively3.3. Think criticallyThink critically4.4. Function as Function as

responsible responsible global citizensglobal citizens

University University Graduate GoalsGraduate Goals

EIU graduates will EIU graduates will demonstratedemonstrate::

1.1. A depth of content A depth of content knowledge including knowledge including effective technology effective technology and ethical behaviorsand ethical behaviors

2.2. Critical thinking and Critical thinking and problem solving skillsproblem solving skills

3.3. Effective oral and Effective oral and written written communication skillscommunication skills

4.4. Evidence of Evidence of scholarship through scholarship through research and/or research and/or creative activitycreative activity

Program Program Learning Learning GoalsGoals1. Departmental 1. Departmental Specific GoalsSpecific Goals

NCA Self Study & NCA NCA Self Study & NCA ReportReport

SELF STUDYSELF STUDY– Challenges & Future Challenges & Future

Considerations within Considerations within Criterion 3Criterion 3

Departmental Assessment Departmental Assessment PlateauPlateau

Degree programs do not necessarily address students’ development of attitudes and skills requisite to a life of learning in a diverse society

Need to assess non-credit Need to assess non-credit and certificate programsand certificate programs

Increasing faculty Increasing faculty engagement in assessmentengagement in assessment

Need graduate assessment Need graduate assessment related to grad education related to grad education goalsgoals

NCA REPORTNCA REPORT– Component within Component within

Criterion 3 that needs Criterion 3 that needs organizational attentionorganizational attention

The Departmental The Departmental Assessment Plans Assessment Plans appear uneven in their appear uneven in their collection and use of collection and use of relevant data to improve relevant data to improve student learningstudent learning

General Education General Education Assessment might be Assessment might be better served if it is better served if it is performed by individual performed by individual units at the time annual units at the time annual assessment reports are assessment reports are duedue

University Assessment University Assessment PlanPlan

Student Learning Goal: Student Learning Goal: EIU EIU graduates will demonstrate the graduates will demonstrate the ability to speak effectively. ability to speak effectively. – Assessed with EIU-developed Assessed with EIU-developed

rubric in CMN 1310 and senior rubric in CMN 1310 and senior seminarsseminars

ResultsResultsComparison of AY06 Freshman and Senior

Holistic Scores

0%

10%

20%

30%

40%

50%

60%

HighlyCompetent

Competent MinimallyCompetent

Not Competent

FRE 06 SEN 06

Speaking Plan of Speaking Plan of ActionAction Continued training on the use of Continued training on the use of

the speaking rubric the speaking rubric – Sept. 26, 9:30-11:30, SAC WorkshopSept. 26, 9:30-11:30, SAC Workshop

Continued promotion of the Continued promotion of the speaking website—on-line speaking website—on-line anchoring of speeches, student anchoring of speeches, student samples & expert explanationsamples & expert explanation

EIU Graduates will EIU Graduates will Demonstrate the Ability Demonstrate the Ability to Think Criticallyto Think Critically Watson-Glaser Critical Thinking Watson-Glaser Critical Thinking

AppraisalAppraisal Watson-Glaser administered in Watson-Glaser administered in

Senior seminarsSenior seminars– No college-level normsNo college-level norms– Subtest analysis has limited validitySubtest analysis has limited validity– Total Composite Score can be Total Composite Score can be

compared across majors and timecompared across majors and time

Watson GlaserTotal Composite Mean by Semester

26.79

25.51

26.24

26.65

27.09

26.39

25.76

26.74

26.1426.26 26.24

26.12

25.29

25.00

25.50

26.00

26.50

27.00

27.50S

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2002

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2002

Fall

2002

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2003

Fall

2003

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2004

Fall

2004

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2005

Fall

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ResultsResults

Critical Thinking Plan of Critical Thinking Plan of ActionAction

Based on several semesters of data, the Based on several semesters of data, the current measure does not adequately assess current measure does not adequately assess critical thinking as defined by this plan. critical thinking as defined by this plan.

In Spring 2006, a survey was administered to In Spring 2006, a survey was administered to determine how critical thinking is formally determine how critical thinking is formally assessed in general education courses.assessed in general education courses.– Results from this survey will be analyzed with Results from this survey will be analyzed with

findings incorporated. findings incorporated. The option of assessing critical thinking in The option of assessing critical thinking in

the EWP will be further explored. Findings the EWP will be further explored. Findings will be shared with the campus community. will be shared with the campus community.

EIU graduates will EIU graduates will demonstrate the ability to demonstrate the ability to function as responsible global function as responsible global citizenscitizens

An EIU-developed survey is given An EIU-developed survey is given on-line to freshman students at on-line to freshman students at Debut and to students in senior Debut and to students in senior seminarseminar

ResultsResults 80-90% of both Freshman and Seniors 80-90% of both Freshman and Seniors

answer Agree or Strongly agree to items answer Agree or Strongly agree to items such as:such as:– An understanding of American history helps An understanding of American history helps

one function as a responsible global citizenone function as a responsible global citizen– Important to participate in community Important to participate in community

programsprograms– Important to help people in needImportant to help people in need– Important to understand events in other parts Important to understand events in other parts

of the worldof the world Some increase from Freshman to Seniors:Some increase from Freshman to Seniors:

– Numbers registered to voteNumbers registered to vote– Percent watching/reading newsPercent watching/reading news

Global Citizenship Plan Global Citizenship Plan of Actionof Action Given that the current survey Given that the current survey

indicates no gain in skills from the indicates no gain in skills from the freshman to senior level, the global freshman to senior level, the global citizenship subcommittee is currently citizenship subcommittee is currently re-designing the survey. re-designing the survey.

Once the new survey is developed, it Once the new survey is developed, it will be piloted with expectations set will be piloted with expectations set at that time. The process of at that time. The process of administration will not be changed. administration will not be changed.

More direct measures of assessing More direct measures of assessing this goal will be explored.this goal will be explored.

Student Learning Goal: EIU Student Learning Goal: EIU graduates will graduates will demonstrate the ability to demonstrate the ability to write effectively.write effectively. Results from Fall 2005 Completed EWP Results from Fall 2005 Completed EWP

ReadingsReadings # of Readers: 23; Portfolios: 312; Papers:

973

0102030405060

Overall

Strong Adequate Weak

EWP Portfolio ResultsEWP Portfolio Results

Skill Strong Adequate Weak

Focus/Purpose 26% 53% 21%

Organization 25% 54% 21%

Development 27% 42% 32%

Style 16% 63% 20%

Audience 20% 66% 13%

Mechanics 31% 52% 17%

Sources 30% 52% 18%

Overall 26% 53% 21%

Readers’ InsightsReaders’ Insights

Stronger Papers from freshman & Stronger Papers from freshman & sophomore submissions – weakest/shortest sophomore submissions – weakest/shortest papers from Senior Sempapers from Senior Sem

Only weak-adequate organization overallOnly weak-adequate organization overall Lacked formal/ professional Lacked formal/ professional

tone/vocabularytone/vocabulary Fewer concerns w/ mechanicsFewer concerns w/ mechanics Concern about citing information & lack of Concern about citing information & lack of

reference pagesreference pages

Readers Suggested Readers Suggested Changes to EWPChanges to EWP

Type of papersType of papers– No poems, listings, or non-English papersNo poems, listings, or non-English papers– Set minimal page requirement – short submissions Set minimal page requirement – short submissions

difficult to evaluatedifficult to evaluate Include reference pagesInclude reference pages Possibly gather assignment information and Possibly gather assignment information and

number of revisions from the instructornumber of revisions from the instructor Require one submission be a research paperRequire one submission be a research paper Consider having reflection piece take the Consider having reflection piece take the

place of Senior Seminar paper or add self place of Senior Seminar paper or add self analysis componentanalysis component

Writing Plan of ActionWriting Plan of Action Share EWP ResultsShare EWP Results

– CAA, Faculty Senate, Deans Council, College/Dept Faculty CAA, Faculty Senate, Deans Council, College/Dept Faculty MeetingsMeetings

Consider changes to contentConsider changes to content– Add letter to WI instructors re: acceptable Add letter to WI instructors re: acceptable

submissions (e.g. no lists. Poems, foreign language)submissions (e.g. no lists. Poems, foreign language)– Survey instructors of WI courses and ask for Survey instructors of WI courses and ask for

feedback from university communityfeedback from university community– Keep initial assignment from 1000 level writing Keep initial assignment from 1000 level writing

centered course (Eng1001,1002)centered course (Eng1001,1002)– Explore use of EWP to evaluate critical thinking, Explore use of EWP to evaluate critical thinking,

global citizenshipglobal citizenship– Discuss if all submissions must be from WI courses or Discuss if all submissions must be from WI courses or

if submissions could be from the major or other if submissions could be from the major or other upper division courses which give opportunities to upper division courses which give opportunities to demonstrate effective/mature writingdemonstrate effective/mature writing

– Discuss addition of a reflective piece to the portfolioDiscuss addition of a reflective piece to the portfolio

Writing Plan of Action Writing Plan of Action (cont.)(cont.)

Consider Changes to ProcessConsider Changes to Process– Pilot online version of EWP with Pilot online version of EWP with

BannerBanner– Examine effectiveness and use of the Examine effectiveness and use of the

current rubriccurrent rubric– Reassess submission/hold policies Reassess submission/hold policies

Faculty DevelopmentFaculty Development– How to structure writing assignmentsHow to structure writing assignments– For senior seminar instructors re: For senior seminar instructors re:

assessment piecesassessment pieces

Program Student Program Student Learning AssessmentLearning Assessment Develop Program Student Develop Program Student

Learning ObjectivesLearning Objectives Identifying MeasuresIdentifying Measures Setting ExpectationsSetting Expectations Gathering ResultsGathering Results Using Results to Make Systematic Using Results to Make Systematic

ChangesChanges

Results

Level 1

Level 2

Level 3

Measures

Level 1

Level 2

Level 3

Learning Objectives

Level 1

Level 2

Level 3

Use Results/ Change

Level 1

Level 2

Level 3

CASL Goals for 2006-CASL Goals for 2006-20072007

WRITINGWRITING– Further examine the EWP process and ask for feedback Further examine the EWP process and ask for feedback

from University community, including a survey of from University community, including a survey of instructors teaching writing-intensive courses.instructors teaching writing-intensive courses.

SPEAKINGSPEAKING– Continue to facilitate SAC online training.Continue to facilitate SAC online training.

CRITICAL THINKINGCRITICAL THINKING– Continue to explore alternative methods of assessing Continue to explore alternative methods of assessing

critical thinking.critical thinking. GLOBAL CITIZENSHIPGLOBAL CITIZENSHIP

– Investigate direct methods to assess global citizenship.Investigate direct methods to assess global citizenship. Explore the possibility of using data collected Explore the possibility of using data collected

from departmental Assessment Plans on the from departmental Assessment Plans on the progress towards university student learning progress towards university student learning goalsgoals

CASL Goals cont.CASL Goals cont.

GRADUATE ASSESSMENTGRADUATE ASSESSMENT– Continue to partner with the Graduate School to Continue to partner with the Graduate School to

create a vital assessment plan at the graduate level.create a vital assessment plan at the graduate level. PROGRAM STUDENT LEARNING GOALSPROGRAM STUDENT LEARNING GOALS

– Collaborate with department representatives in the Collaborate with department representatives in the fine tuning of their Assessment Plansfine tuning of their Assessment Plans

CASL STRUCTURECASL STRUCTURE– Develop a writing subcommittee of CASL.Develop a writing subcommittee of CASL.– Investigate the possibility of adding five more Investigate the possibility of adding five more

members to CASL: one more from each college and members to CASL: one more from each college and one more at-large.one more at-large.