Assessment and Outcomes

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Models and Resources for Developing Outcomes

A number of departments and units at Western have already made a serious commitment to developing program and course assessment plans, and are using assessment data in many different ways to improve student learning. The information presented here is meant to show some of the diversity of work in progress in different programs across campus. It is by no means exhaustive, nor are any of the results shown here "final" in any sense. Rather, they are snapshots of the ongoing evolution of the assessment of student learning at Western.

  1. Engineering Technology (PDF)
    This is an example of a departmental model designed in response to the requirements of Industrial Advisory Boards, appropriate accrediting agency, and several professional organizations. It features learning outcomes in particular skill areas of analysis, communication, teamwork, technology, creative problem-solving, ethics, and professionalism.
  2. Physical Education Outcomes Assessment Plan (PDF)
    Recreation Program Outcomes Assessment Plan
    Based on a learning outcomes development process created at California State University at Chico, these outcomes assessment models for Physical Education and Recreation identify Learning Objectives, Learning Processes, Assessment Techniques, Status/Outcomes/Results, and Decisions/Plans for Future Recommendations.
  3. Environmental Studies Introductory Course Assessment (PDF)
    Huxley College of the Environment moved to revise its core curriculum and entry-level GUR course to place greater emphasis on problem-solving and interdisciplinary integration of subject matter. The course revisions were designed as part of a larger curricular change, which includes this entry-quarter core experience, to be followed by a choice of other substantive courses to complement the student's major, and finally, another integrative, problem-based capstone course. Perry analysis of student papers was conducted along with student self-evaluation to assess student learning.
  4. College of Business and Economics MBA Outcomes Assessment(PDF)
    This study in the MBA program uses a "Post-Then methodology" to ask students to rate their learning in the program by comparing their levels of expertise in various areas with those upon entry into the program. Both the rationale and the results of the assessment are presented in this preliminary report.
  5. Geology Program Trial of Critical Thinking Rubric (PDF)
    In Spring of 2002 the Geology Department faculty tested a critical thinking rubric adapted from one developed at WSU, using a number of raters. Although ratings varied unpredictably between some raters on some questions, most faculty found the rubric promising and useful, and plan to develop it further.
  6. Woodring College of Education State Program Approval for Math(PDF) / Woodring College of Education State Program Approval for Health & Fitness (PDF)
    Washington State places special requirements on Education programs for assessment of student learning among future teachers, with different assessment plans required for different specialties. Here are the competencies for two of those programs, together with outlines of where in the curriculum these competencies are to be learned, and how they are assessed.