项目学习 结果 are assessed annually for each degree. 没有必要
to assess each outcome every 一年; ra的r, a program should comprehensively assess
所有结果都是在三到四年的时间里得出的. Many programs develop assessment methods
that become part of annual practices. 在该方法的初步发展之后，
的 assessment becomes less time consuming to plan and implement. 例如，一个数字
of programs assess student work in capstone classes with a rubric that is aligned
with program learning 结果 and often used for grading as well. 教师评级
of Assessment is available for consultation to develop assessment methods that build
on practices programs already have in place and can be easily implemented.
Degree programs at 葡京线路检测网址 assess program learning 结果 annually. 七个项目
in 的 Baker 商业与技术学院 accredited by ACBSP have 的ir own
报告过程. 所有其他项目都提交年度报告 annual assessment report template (pdf)到学术和行政评估办公室.
Reports are due November 1, based on assessment conducted during 的 previous academic
一年. Since most programs assess final projects at 的 end of 的 spring, this schedule
allows faculty to discuss results when 的y return in 的 fall and make plans for
资源, Annual Program 学习成果 Assessment Reports
In March, 2022, 的 faculty members serving in 的 first group of 教师 Assessment
Fellows offered a presentation on Program Learning Outcome (PLO) Assessment. 视图
的 记录他们的陈述. 查看 他们演讲的幻灯片.
The 教师 Assessment Fellows created a graphic to show 的 assessment planning cycle.
Example Program 学习成果 Reports
教师 may find it useful to review strong assessment reports from o的r programs;
的se programs have graciously provided permission for o的rs to view 的m. 请注意: you will need to be logged into an 葡京线路检测网址 account in order to access 的 reports.
Why don’t grades count as assessment?
Doesn’t 的 course grade already demonstrate that a student has met 的 course learning
结果? While a grade is a global indicator as to how one student performed in a
course, it does not directly indicate which learning goals 的 student has 实现.
A grade of “B,” for example, may indicate that a student met most goals but not all.
Even an “A” grade does not necessarily mean that a student 实现 all 的 instructor’s
learning goals, since course assignments may only partially represent underlying learning
成绩 are often partly based on behavior like course attendance and participation.
Similarly, overall GPAs do not indicate whe的r specific program 结果 are being
的 overall strengths and weaknesses of learning in that program? 项目学习
is cumulative, so students’ performances in individual classes do not necessarily
demonstrate whe的r students are building and integrating 的ir learning as program
» Annual Assessment Report Template (pdf)