Academic Affairs » APEE » Assessment » Program Assessment

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Academic Program Assessment

Academic Program Assessment was institutionalized as an academic priority with the 1999 Academic Senate policy on program assessment. In 2002 the senate policy was revised to integrate four separate Academic Senate documents regarding assessment (link). Since that time, departments have developed assessment plans, and they report to APEE annually on progress toward enacting their plans.

What are the purposes of assessment?

1. To understand the extent a program achieves its objectives and outcomes in order to inform:
   • program planning
   • decision-making to improve the program
   • revisions of program objective
   • resource allocation and budget requests.
2. To report program progress and results to audiences such as faculty, deans, the provost, external accrediting bodies, colleagues in other programs and at other institutions, and current and prospective students.

Student Learning Outcomes (SLO)

Learning outcomes are succinct, measurable statements that describe the knowledge, skills, understandings, and/or attitudes students will possess upon achievement of that outcome. Attention is focused on the specific types of performances that students are expected to demonstrate.

Methods of Assessment

Assessment methods consist of a variety of data collection strategies designed to measure the attainment of outcomes. All assessment plans should have at least 1 direct measure of student learning, along with indirect measures. Good assessment plans include details regarding the methods used to gather information in order to fully convey that departments process. In addition samples of any rubrics, questionnaires, skills exams etc. used in assessment should be attached for clarity.

Assessment strategies and methods may include these strategies or a combination of them:

• Assignments in capstone courses
• Case studies
• Content analysis (e.g., writing samples, papers, fieldwork or internship evaluations)
• Departmental exams and essays specifically designed to examine a particular outcome
• Focus groups, Interviews (e.g., midpoint, exit)
• Matrices (e.g., charts summarizing relationships between program objectives & courses
• Course assignments or course syllabi
• Portfolios, Performance Based Assessments
• Reflective Essays
• Scoring Rubrics (i.e., holistic rating sheets for student products, performances, portfolios)
• Standardized Examinations
• Student Projects (e.g., junior or senior projects)

SFSU Assessment Office resources (links):

Instructions for Annual Assessment Report
Linking Assessment and Program Improvement Letter (pdf)
Examples of SFSU Department’s annual assessment reports(pending )

Non SFSU Resources on Program Assessment (in progress)

Assesment Guide to Self-Study Developed by John F. Kennedy University Faculty
Concordia College sample on planning departmental assessment including step-by-step worksheets.
Ball State University online assessment handbook including plan design, goals, measurement tools, and how to use assessment results.
North Carolina State University assessment site Contains a plethora of links to other university sites, assessment tools, etc. It’s continually updated. A clearinghouse for hundreds of other university assessment programs.