I. Scope

To the extent that an accrediting body requires ongoing assessment of student outcomes, it requires them for all specializations and all degree programs offered. With respect to UNL's internal documents, the College of Arts and Sciences has asked that departments develop plans for assessment of graduate programs as well as undergraduate. Generally, however, the focus is still on assessment of the major.

II. Program Objectives

• written program goals

NCA: "The program to assess student learning should...provide explict and public statements regarding the institution's expectations for student learning." (North Central Association, Handbook of Accreditation, 1997)

A&S: "each major program must identify the learning objectives of the major" (Learning Outcomes Assessment: Plans for Major Programs, 1997)

HRFS: "The purpose of the assessment program was to support and improve student learning by developing methods to articulate the goals of each academic program." (Assessment Strategies memo, College of Human Resources and Family Sciences, 1994)

TC: "what are the specific exit outcomes for student learning in your program?" (Teachers College Academic Program Development Documentation Plan, 1996-97)

AACSB: "The school must specify the educational objectives of each degree program offered" (Standards for Accreditation, Business Administration and Accounting, 1994-95 [most recent version])

AAFCS: "Each professional program...has stated educational goals and expected educational outcomes...Each professional program has identified student competencies consistent with the educational goals and outcomes identified for the program." (American Association of Family and Consumer Sciences, Standards and Criteria for Accreditation, 1997, Standard 4.1(2,3))

ABET: "Each engineering program...must have in place detailed published educational objectives that are consistent with the mission of the institution and these criteria." (Accreditation Board for Engineering and Technology, Engineering Criteria 2000, 1998)

NAAB: "The education provided...must ensure that its graduates possess the knowledge described by the achievement-oriented performance criteria set out below [Criteria specify level of awareness, understanding, or ability expected of students in areas of fundamental knowledge, design, communication, and practice. Detailed learning outcomes are listed for each area.]" (National Architectural Accrediting Board, Conditions and Procedures, 1994)

FIDER: "The common body of knowledge required in the professional level program in interior design is divided into categories which are sub-divided into content units [50 of these are specified.] The required minimum student achievement level for each content unit is shown...Student achievement is defined by the following criteria: awarness...understanding...[and] competency..." (Foundation for Interior Design Education an Research, Standards and Guidelines, 1996)

NASM/NASAD/NAST: Their handbooks specify essential competencies for all areas of specialization. (National Association of Schools of Music, 1997-98 Handbook; National Association of Schools of Art and Design, 1997-98 Handbook; National Association of Schools of Theatre 1997-98 Handbook)

NCATE: "The [conceptual] framework(s) includes a philosophy and purposes, contains assessment statements of desired results..." (National Council for Accreditation of Teacher Education, Standard I.A.(1), 1994)

III. Measures/Data Collection

• multiple measures

NCA: "Institutions should measure student learning using a variety of direct and indirect measures and methods." (North Central Association, Handbook of Accreditation, 1997)

A&S: "the College Assessment Committee has approved only those plans that incorporate multiple measures" (Learning Outcomes Assessment: Plans for Major Programs, 1997)

HRFS: "Each department was to select a minimum of two measures [in addition to a graduate survey]" (Assessment Strategies memo, College of Human Resources and Family Sciences, 1994)

TC: "Every program will collect at least one new set of data each year and report about these findings in their Program Development Document... Each program in the College will also identify a group of professionals...to serve as a Program Advisory Board, and meet with them at least once a year." (Teachers College Assessment Report Update, December 1997)

AACSB: "Describe..processes for curriculum planning, evaluation, and revision, including an analysis of educational outcomes, such as: a review of placement of graduates from each program in light of the program's stated objectives; information from stakeholders, such as employers and alumni, on graduates' performance; and other outcome assessment activities." (Standards for Accreditation, Business Administration and Accounting, 1994-95 [most recent version])

AAFCS: "A variety of internal and external data (such as successful placement of graduates; follow-up of alumni; program review by external consultants; present and projected societal needs; entrance, progression, and exit assessment of students) are used in assessing the effectiveness of the instructional materials, courses and programs..in terms of the educational objectives (student outcomes) and professional achievements of graduates." (American Association of Family and Consumer Sciences, Standards and Criteria for Accreditation, 1997, Criteria 4.5(1))

ABET: Criteria 2000 includes a list of 11 abilities that "engineering programs must demonstrate that their graduates have..." It is unlikely that a single measure could provide information concerning all of them. The list of possible evidence, quoted in the following section, suggests that a variety of measures will probably be considered.

NAAB/FIDER: Given the large number of criteria that must be met, the need to use multiple measures is virtually guaranteed.

NASM/NASAD/NAST: "Regular, systematic attention shall be given to internal and external indicators of student achievement. Internal evaluation and reporting of evaluation of student achievement differentiates among levels of quality and among attainments...Music units have available a broad range of evaluation techniques such as juries, critiques, course-specific and comprehensive examinations, institutional reviews, peer reviews, and the performance of graduates in various settings." (National Association of Schools of Music, 1997-98 Handbook)

NCATE: Under evidence that might be provided to the review team to show that standards on curriculum and instruction are being met are the following: evaluations of student teaching and internships, samples of student work (e.g., portfolios, theses, dissertations, research projects), and student teaching placement records. (National Council for Accreditation of Teacher Education, Handbook for Continuing Accreditation Visits, 1996)

• at least one direct measure of student achievement

NCA: "Institutions should measure student learning using a variety of direct and indirect measures and methods." (North Central Association, Handbook of Accreditation, 1997)

A&S: "the College Assessment Committee required that each plan for major assessment include at least one measure that directly measures whether students are achieving the learning objectives of the major" (Learning Outcomes Assessment: Plans for Major Programs, 1997) HRFS: "At least one of the two measures must involve direct demonstration of student achievement/performance (tests, senior theses, portfolios, etc.)" (Assessment Strategies memo, College of Human Resources and Family Sciences, 1994)

AACSB: "Suggestions for documentation of collective faculty responsibilities include information about processes for:...evaluation of student achievement, including learning outcomes, placement results, and alumni surveys." (Standards for Accreditation, Business Administration and Accounting, 1994-95)

AAFCS: "Submit a list of goals and student competencies (educational outcomes) for each professional program. Document...their achievement." (American Association of Family and Consumer Sciences, Standards and Criteria for Accreditation, 1997, Standard 4.1(a))

ABET: "Evidence that may be used includes, but is not limited to the following: student portfolios, including design projects; nationally normed subject content examinations; alumni surveys that document professional accomplishments and career development activities; employer surveys; and placement data of graduates."(Accreditation Board for Engineering and Technology, Engineering Criteria 2000, 1998)

NAAB: "Documentation must include student work identified as an example of minimal acceptability to pass each course required for graduation and for satisfaction of the achievement-oriented performance criteria...For each criterion, the type of student work that will present evidence of achievement must be identified (That work will be displayed in the team room during the visit.)" (National Architectural Accrediting Board, Conditions and Procedures, 1994)

NASM/NASAD/NAST: "Students must demonstrate achievement of professional, entry- level competence in the area of specialization, including significant technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals which are evident in their work...Students must demonstrate their competence by developing a body of work for evaluation in the major area of study." (National Association of Schools of Music, 1997-98 Handbook; parallel requirements are listed in National Association of Schools of Art and Design and National Association of Schools of Theatre handbooks)

NCATE: In addition to the direct measures listed in the preceding section, evidence that a program adequately monitors student achievement might include a "record of performance assessments of candidate progress." (National Council for Accreditation of Teacher Education, Handbook for Continuing Accreditation Visits, 1996)

• attention to psychometric characteristics of instruments

NCA: "Serious assessment programs strive to understand the strengths and weaknesses of various sources of information and methods of gathering assessment data...Research methods should be tailored to the type of data to be gathered and the degree of reliability required." (North Central Association, Handbook of Accreditation, 1997)

A&S: "You will need to have the material examined by at least one other person besides the course instructor, and this evaluation needs to be both standardized and in keeping with the learning objectives."

"...the department needs a somewhat more systematic way of administering the exams, especially in terms of which faculty members give them and in terms of the guidelines for summary..."

"The implementation of many departmental plans ran into difficulties in terms of getting students to participate...it's imperative for departments to place these assessment activities as requirements in one or more courses where the seniors cluster..."(assessment plan feedback to departments)

• sufficiently comprehensive to obtain information relevant to all goals

NCA: "An acceptable pattern of evidence should demonstrate that the institution documents the academic achievement of its students. The pattern that follows proposes that an appropriate assessment will document proficiency in skills and competencies essential for all college-educated adults...[and] mastery of the level of knowledge appropriate to the degree obtained...Many institutions will have more educational objectives central to their mission and purposes and therefore, basic to their assessment program." (North Central Association, Handbook of Accreditation, 1997)

A&S: "the standardized test you're using comes with subscores, but do these subscores get at learning objectives 1 and 2 (plainly they accord with learning objectives 3, 4, and 5 as listed in your report)?" (assessment plan feedback to departments)

AAFCS: "Submit a list of goals and student competencies (educational outcomes) for each professional program. Document the relevance of these goals and competencies and their achievement." (American Association of Family and Consumer Sciences, Standards and Criteria for Accreditation, 1997, Standard 4.1(a))

ABET: "The assessment process must demonstrate that the outcomes important to the mission of the institution and the objectives of the program, including those listed above [11 abilities specified by ABET], are being measured." (Accreditation Board for Engineering and Technology, Engineering Criteria 2000, 1998)

NAAB: "Work displayed in the team room must be sufficient to demonstrate to the team conformance with each of the criteria." (National Architectural Accrediting Board, Conditions and Procedures, 1994)

NASM/NASAD/NAST: "The indicators chosen shall be analyzed and organized to produce a composite picture of the extent to which the educational and artistic goals and objectives of the music unit are being attained." (National Association of Schools of Music, 1997-98 Handbook)

• are cost effective

NCA: "It is also essential that the assessment program be cost-effective." (North Central Association, Handbook of Accreditation, 1997)

A&S: "all the major assessment plans approved were found to be cost- and resource- effective" (Learning Outcomes Assessment: Plans for Major Programs, 1997)

IV. Administrative Structure

• there is widespread faculty involvement in the assessment process

NCA: "Faculty, including on-campus and off-campus faculty, own and drive the program and use it to find ways to improve the education they provide." (North Central Association, Handbook of Accreditation, 1997)

TC: "The focus of this year's plan is engaging program-level faculty in data collection processes that they have designed and implemented." (Teachers College Assessment Report Update, December 1997)

AACSB: "Suggestions for documentation of collective faculty responsibilities include information about processes for ... evaluation of student achievement, including learning outcomes, placement results, and alumni surveys. (Standards for Accreditation, Business Administration and Accounting, 1994-95)

• a person or committee is formally responsible for overseeing the assessment process

A&S: "You are probably right to suggest that one person in the department be given the particular responsibility of overseeing departmental assessment. As you point out, it works out this way in practice in any case." (assessment plan feedback to departments)

• a formal mechanism exists for disseminating assessment results to faculty

NCA: "Feedback loops are essential...Faculty need feedback on a regular, periodic basis." (North Central Association, Handbook of Accreditation, 1997)

A&S: "Each department or unit must make every effort to disseminate the results of the year's assessment to all of its faculty and to initiate both informal discussion of the results as well as formal steps to make changes in the curriculum or other matters..." (assessment plan feedback to departments)

V. Analysis and Reflection

• assessment information is used for decisionmaking, such as program improvement

NCA: "The program to assess student learning should...use the information gained from the systematic collection and examination of assessment data both to document and improve student learning." (North Central Association, Handbook of Accreditation, 1997)

A&S: "since assessment must be used to improve programs, not merely exist as an exercise in data collection, each major plan was required to set out how the information garnered through assessment will be used" (Learning Outcomes Assessment: Plans for Major Programs, 1997)

HRFS: "The purpose of the assessment program was to ... gain feedback on each program's progress towards achieving those goals and use the feedback to modify the academic programs to ensure that the goals are effectively achieved." (Assessment Strategies memo, College of Human Resources and Family Sciences, 1994)

TC: "What evidence can the program faculty present concerning the effectiveness of your program in producing the desired student learning outcomes?...How have these data been used to change the program? What do faculty in the program identify as the top priorities for continuing program development related to student learning?" (College Academic Program Development Documentation Plan, 1996-97)

AAFCS: "Regular program evaluation and revision, including assessment of educational outcomes, is used as a basis for maintaining academic excellence and relevance of curriculum for current and future professional practice." (American Association of Family and Consumer Sciences, Standards and Criteria for Accreditation, 1997, Standard 4.5)

ABET: "Each engineering program...must have in place...a system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the program.." (Accreditation Board for Engineering and Technology, Engineering Criteria 2000, 1998)

NASM/NASAD/NAST: "In turn, this information is used as an integral part of planning and projection efforts...However, the institution and the music unit should ensure and make clear that evaluation, planning, and projection development exists to serve the music unit's programs, rather than the reverse." (National Association of Schools of Music, 1997-98 Handbook)

NCATE: "The unit engages in regular and systematic evaluations...and uses these results to modify and improve the conceptual framework(s) and programs. (National Council for Accreditation of Teacher Education, Standard I.A.(3), 1994)

• there is follow-up evaluation of the effectiveness of changes made on the basis of assessment information

NCA: "The planning process also needs to make explicit that the institution will evaluate whether the steps proposed to improve student achievement have indeed resulted in the desired improvement." (North Central Association, Handbook of Accreditation, 1996)

• the assessment process itself is routinely reviewed and refined

NCA: "Successful assessment includes a process for evaluating the assessment program. (North Central Association, Handbook of Accreditation, 1996).