Questions to Answer in Your Assessment Plan

for Graduate and Undergraduate Programs

 

 

Please include the following information in your assessment plan. For more information on Towson’s expectations for your assessment plan, visit http://www.towson.edu/assessment/SUPA_standards_asmt_plans.htm.

  1. Basic Information:   Please provide:
    1. The name of your program
    2. The name of its department (if applicable)
    3. The name of the department chair (if applicable)
    4. The name of the program director or program coordinator (if applicable)
    5. The name of the assessment coordinator
    6. If this is a new program, the date you expect your first student cohort to graduate from the program
    7. If this is an existing program, the number of students who typically graduate from the program each year
    8. The date the plan is completed
  2. Key Program Learning Goals (Column A): Please list three to six key learning goals of your program. Each learning goal should describe knowledge, a skill, and/or an attitude, value, or disposition that you want your students to be able to demonstrate AFTER they complete your program. Use observable “action words”; rather than say students can “understand” a concept, for example, say that they can “explain” or “summarize” it.  If you would like your learning goals named a “best practice,” please attach evidence that key program learning goals are clearly and actively communicated to students and faculty in the program.
  3. Goal/Curriculum Alignment (Column B): For each key learning goal, please describe how you ensure that all students in your program will have sufficient opportunity to achieve this goal before they complete the program.  What required assignment(s) or other learning activities help students achieve this goal? In what course(s) do students have these assignments?
  4. Assessment Methods (Column C): For each key learning goal, please describe how you plan to assess how well your students have achieved it.  Please attach examples of any assessment tools that you have drafted (e.g., assignments with grading criteria, scoring guidelines, surveys).
  5. Assessment Timeline (Columns D and E): For each key learning goal, (1) when do you plan to begin using this assessment for program-level assessment and (2) how often do you plan to compile, analyze, and report the results (e.g., every semester, every other year)?
  6. Comments (Column F): Please feel free to add any optional comments (e.g., anticipated changes in program goals).

 

 

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    Last updated: 4/25/05

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