Plan for Improved Student Learning and Assessment

Assessment Activities Benefiting Learning Improvement

Planned assessment activities include:
 

• Assessment for placement

• Assessment in academic majors

• Assessment of general education

• Surveys of student, faculty, alumni, and employer perceptions and opinions

The results of the assessments will stimulate campus thinking and reform in all educational areas. Application of the information gained will contribute to the strengthening of programs, courses, and the curriculum. The results will stimulate faculty member concern for teaching excellence. The summary information and statistics will be reported in responses to the Missouri Coordinating Board for Higher Education mandate that assessment results be available to the public.

Assessment of Basic Skills for Student Placement
The establishment of an effective system of placement testing was one of the early goals of the Center. The intended application of information generated by entrance level testing was to help identify the proper sequence of general education courses for individual students. The current placement testing program began in Summer 1988. The program tested students to aid in the selection of the most appropriate first course in the basic skills of writing and mathematics. The Mathematics Department and the English Department collaborated with the Center to initiate placement testing. Because of successful student placement by these methods, plans include continued use of the placement program in the future.

The Department of English initiated a program of placement testing at the beginning of the 1987 fall semester. Every student wrote a diagnostic essay. The English faculty members evaluated the essays. Scores on the essays indicated the ability level of students and suggested the appropriate course for each student.

All entering students take a mathematics examination. Two levels of testing provide an evaluation of student ability before students enroll in mathematics courses. One test evaluates general mathematics and algebra skills. The other test indicates the level of preparation of students relative to the entrance skills needed in calculus or trigonometry courses. Scores for the examinations are available for advisement before registration.

Assessment in Academic Majors 
The faculty members in each academic department developed assessment plans and began assessments that aid in measuring student outcomes and in evaluating major programs. Faculty members have the primary responsibility for carrying out the plans and applying the results to improve student learning within the academic majors. The Center provides consultation and resources for planning and administering evaluation programs on request. The Center purchases standardized examinations at the request of departments when department plans include examinations that have national norms. These examinations are exit assessments in the major for students completing their program.

Other forms of assessment of learning outcomes include portfolios, student performance judged by jury, and intern, practicum, or cooperative education evaluation.  Departments provide external validation beyond the opinion of an individual instructor whenever feasible. Locally developed examinations, certification, and licensure examinations provide alternative measures.

Assessment of General EducationThe University piloted an exit assessment program in general education during 1992-93. The Center administered a campus wide testing of volunteer junior and senior level students. The Center implemented a program based on the piloted exit assessment that will continue for a long term assessment of general education for bachelor degree recipients.

The Academic Profile, developed by the College Board and the Educational Testing Service provides an exit assessment of general knowledge and skills. The test focuses on the academic skills developed through general education courses rather than on knowledge acquired about the subjects taught in these courses. It does this by testing college-level reading, college-level writing, critical thinking, and mathematics in the context of humanities, social sciences, and natural science.

Academic Profile results provide summary data for the Missouri Coordinating Board for Higher Education and subgroup data for departmental use. The summary statistics were one of the sources of information used by the Select Committee on General Education Reform in the current study to identify an appropriate general education and to restructure the general education program at Missouri State University. The planned approach will integrate assessment in the general education program structure.

Assessment by SurveyA cycle of periodic surveys help determine the attitudes, opinions, and perceptions of students, alumni, faculty, and employers. The survey program began in 1988 with a survey of the general student population and a survey of the students in the College of Science and Mathematics. The Center conducted twenty surveys since the survey program began.

The Center participates in state wide surveys of alumni, students, and employers. The Missouri Coordinating Board of Higher Education conducts these surveys. The Board provides data for the University sample so that the Center can use the results in local improvement and reporting activities. Each type of survey occurs in alternating years.

The Graduate Student Council surveys graduate students to collect data that are beneficial in the assessment of graduate programs and distributes the information to departments. Questions ask students about career preparation, library and computer services, faculty efforts, class scheduling and size, advice and counseling, and available activities.