What is the assessment process and why are we doing it?

The University and program assessment process helps to evaluate the effectiveness of student learning. Assessment provides evidence to answer the question, "Are students really learning what the instructor is trying to teach them?" Simply because an instructor taught something doesn't necessarily mean that the student learned it. The assessment process at Nothwestern gives each academic program the tools and information to analyze and make improvements to the curriculum in order to meet the needs of students and help ensure mastery of their knowledge and skills.

What is the role of faculty in assessment?

Faculty members are responsible for making changes in the curriculum and can use the results from assessment, along with other considerations, to be able to change and grow with the changing needs in students. If students are not able to meet the expected level of performance in some skills, then those skills may be reinforced in various ways and times within the curriculum. The evaluations and benchmarks set up throughout the assessment process should allow faculty members to know what needs to be added or changed to help students to succeed in the entire program.

What is the role of students in assessment?

Students take responsibility to know the expectations and to do their best to meet them. Some standards are set by professional licensure requirements and others are skills and abilities that will allow students to become effective and successful practitioners. Students will know that in every course, they will be learning important information that will lead to one or more of the eight University Learning Outcomes. They will have the assurance that they have really learned the essential elements for each of their programs.

What is the best way to assess the mastery of skills?

On a course level, students demonstrate mastery of skills through performance. For example, a student may be able to list the names of the muscles of the arm, but may not know where they are actually located. Or a student may know an acupuncture formula to treat a certain condition, but not know where all the acupuncture points are located. A lab examination would be one way to demonstrate skills in identifying muscles or points. In interactions with patients or clients, the application of skills becomes more complex and may require more specific criteria to evaluate a satisfactory level of achievement. A grading rubric may be one way to measure the variety of skill sets involved in one interaction.

On a broader program or University level, the aggregate achievement of a group of students may be assessed to determine if skills are mastered to an established level of needed proficiency. This is particularly important in a professional health care provider program.

Why is it necessary to align course objectives to University Learning Outcomes?

The University Learning Outcomes were developed using the institutional mission, vision and guiding principles as a foundation. Course objectives should flow into the overall University Learning Outcomes to ensure that all aspects of each program are part of the process to ensure that graduates have the essential knowledge and skills to fulfill our unique University mission.

Is there an evaluation model or process that would provide guidance for using the data available?

There are many ways to interpret and use the information gathered form assessment activities. Questions about assessment results allow each program to understand the variables that influence curriculum and student learning. One model uses the following questions:

For data that may already be collected:

1. What data are already available? What types of tests or surveys are taken by students at various times during the program?
2. When are the results of those tests received?
3. Where are the results housed? Who has them?
4. Who examines the results and what do they mean?
5. Could these results be used to improve the curriculum?

Once results are given to the program curriculum group (faculty):

1. How does the data need to be analyzed?
2. What is the standard or expectation of performance for each group of students to achieve for this learning outcome?
3. What conclusions may be drawn for the data?
4. What courses or other curriculum elements (e.g., course placement, content sequence...) need to be changed to make improvements in student learning?
5. What specific changes are recommended?
6. What resources will be needed to accomplish the improvements? What factors may have prevented the accomplishments of improvements?
7. What actions were taken based on recommendations form any previous plans? Did they work? What could be done differently?