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Standard(s):
Standard
7: Institutional Assessment
The institution has developed
and implemented an assessment plan and process that evaluates its
overall effectiveness in: achieving its mission and goals; implementing
planning, resource allocation, and institutional renewal processes;
using institutional resources efficiently; providing leadership and
governance; providing administrative structures and services; demonstrating
institutional integrity; and assuring that institutional processes
and resources support appropriate learning and other outcomes for
its student and graduates.
Standard 14: Assessment of Student Learning
Assessment
of student learning demonstrates that the institution's students
have knowledge, skills, and competencies consistent with institutional
goals and that students at graduation have achieved appropriate higher
education goals.
| Charge Questions Subcommittee Eight |
Assessment
Institutional
Assessment
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What is
UMUC’s outcomes assessment plan? Describe its components
and representative data or findings to date.
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What activities
are being assessed and what mechanisms does UMUC have in place
to evaluate its own effectiveness?
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How is
the assessment plan tied to assessment of student learning?
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How are
assessment results shared?
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How
have specific assessment results been used in the development
and revision of UMUC’s strategic plan?
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How are
assessment data used for institutional resource allocation, planning,
renewal and improvement?
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How does
UMUC use assessment results to improve and gain efficiencies in
administrative services, processes and procedures?
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How are
assessment results used to evaluate and improve learning
materials and delivery methods?
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Are there
examples of change directly attributable to such assessments?
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How can
UMUC improve its own assessment processes?
Assessment
of Student Learning
-
What is
UMUC’s plan for assessment of student learning outcomes?
Describe its components and representative data or findings to
date.
-
How does
UMUC articulate expectations of student learning at various levels
(institution/ degree/ program/ course)? How are learning goals
at different levels connected?
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How are
priorities, strategies, and indicators selected consonant with
UMUC's mission and educational standards?
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What types
of information does UMUC collect on student learning goals
and expectations? How does UMUC make use of varied forms of assessment?
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How are
student learning goals made available to constituencies?
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Have assessments
shown a congruence of learning outcomes with student and
faculty expectations? If there is divergence, how does UMUC address
the matter?
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How does
the assessment cycle support continuous improvement of teaching
and learning? What mechanisms exist to ensure that outcomes assessment
data is used for revision and improvement of future learning outcomes?
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How has
student learning assessment information been used to
improve teaching and learning (for example, program practice,
faculty development, and/or curriculum design)?
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How is
student assessment information integrated with institutional assessment
and the strategic plan?
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Does UMUC
provide sufficient support to ensure that outcomes
assessment, and revision as needed, can be done?
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