3-Year Assessment Cycle in Undergraduate Programs
Jump to: Features of the 3-Year Cycle • 3-Year Cycle Schedule • Roles & Responsibilities
Overview
UCSC’s approach to the assessment of Program Learning Outcomes (PLOs) in undergraduate programs features a 3-year reporting cycle that provides departments and programs with key analytical support throughout the assessment process. Each year is devoted to one major task: Assess (Year 1), Reflect (Year 2), and Improve (Year 3).
Year 1: Assess
The goal of the first year is to design and run an assessment study in key courses, collecting and analyzing data about student learning.
Learn more about each Year 1 step:
Year 2: Reflect
In year 2, faculty meet with assessment specialists to discuss the results to identify possible curriculum, program, or course improvements.
Learn more about each Year 2 step:
Year 3: Improve
In the final year, programs implement and observe the impact of changes, then meet with assessment specialists to plan the next cycle.
Learn more about each Year 3 step:
Features of the 3-Year Cycle
- A designated faculty lead will oversee assessment in every program.
- Every program will follow a specific schedule (see table below) in order to allow assessment specialists to provide support for every stage of the assessment process.
- Faculty will have one year (Year 2) to develop the implications and next steps based on their assessment results. Specialists with the Teaching and Learning Center will be available for program-specific consultations regarding pedagogical and curricular improvements.
- Faculty will have one year (Year 2) to develop the implications and next steps based on their assessment results. Specialists in CITL will be available for program-specific consultations regarding pedagogical and curricular improvements.
- Reporting requirements are simple and streamlined (Click here to learn more about the new report). Each program’s report is due at the end of Year 2.
- Faculty will have one year (Year 3) to implement changes.
3-Year Cycle Schedule
The 3-Year PLO Cycle is staggered, with different academic divisions at different stages of the cycle in any given year. This schedule allows assessment specialists to provide support for every stage of the assessment process.
Roles and Responsibilities
Faculty Lead Responsibilities
Year 1: Assess
- Connect designated instructor(s) with assessment specialists before their course begins
- Coordinate rubric development across different instructors
- Decide on scope of student survey to collect self-assessment data
- By June 30: Confirm that assessment data is submitted to ALEEC
Year 2: Reflect
- Meet with assessment specialists, undergrad directors, department chairs, and participating instructors to review assessment results
- Discuss results in relation to where skills are taught in curriculum and revise curriculum matrix if needed
- Identify possible program or course improvements based on results
- Consult with campus experts at the Teaching & Learning Center about how to implement improvement
- Discuss Year 3 plan with program faculty
- By June 30: Submit PLO report to ALEEC
Year 3: Review
- Consult with assessment specialists about how to evaluate impact of changes
- Implement and assess changes (over next 2-3 years)
- Spring quarter: Meet with assessment specialists to confirm changes and plan next PLO study
Instructor Responsibilities
Year 1: Assess
- Work with assessment specialists to design rubrics for course activities
- Learn about about use of rubrics for teaching and feedback, with assessment specialist assistance
- Schedule TA trainings about rubrics (led by assessment specialists), if needed
- Promote student survey (run by ALEEC) in class
- Ensure that ALEEC receives assessment data by end of quarter
Year 2: Reflect
- Meet with faculty lead and assessment specialists to review assessment results
- Identify possible program or course improvements based on results
- Consult with campus experts at the Teaching & Learning Center about how to implement improvement
- Discuss Year 3 instructional changes with faculty lead and other program faculty
Year 3: Review
- Consult with assessment specialists about how to evaluate the impact of changes in courses
- Implement changes in courses based on year 2 meetings
- Observe changes in student learning using tools from assessment specialists.
Assessment Specialist Responsibilities
Year 1: Assess
- Collaboratively design rubric with faculty lead and instructor(s)
- Set up outcomes-based rubric in Canvas course to integrate with grading
- Lead TA training, if needed
- Design & administer student survey
- Compile assessment data
- Conduct analysis and prepare ALEEC report (Summer)
Year 2: Reflect
- Meet with faculty lead and instructors to review assessment results
- Discuss Year 3 instructional changes with faculty lead and other program faculty
Year 3: Review
- Consult with faculty lead and instructors about how to evaluate the impact of changes in courses
- Assist instructors in observing changes in student learning.