Assessment Plans

Assessment at Missouri State University

Institutional Assessment Process

The Office of Assessment supports assessment of student learning at the university, college, department, and program level in the following ways:

  • Gather, make sense of, and summarize what practitioners at MSU are learning about student learning.
    • Collect assessment information from all areas of the university including colleges, units, departments, and programs.
    • Identify and lead the analyses of useful institution-level surveys to assess institutional teaching practices and conditions at MSU.
    • Assess and advance student learning on the university’s public affairs mission through the university’s Comprehensive Public Affairs Assessment Plan, formerly known as Quality Initiative Project.
      • Collect examples of student learning related to public affairs in various ways and from both curricular and co-curricular experiences.
      • Assess the public affairs mission of the university and develop actions in response to data from these assessments.
      • Serve as a campus resource for practitioners from across the university who are engaging in assessment, and seek out partnerships with curricular and co-curricular groups.
        • Emphasize consultative, face-to-face interactions with individuals, departments, programs, and colleges throughout the university, rather than using reports or web content as the primary means of communicating with and supporting the MSU community.
        • Provide a place for honest conversations about things that are working--as well as things that are not working--in courses, programs, and departments.
        • Act as a resource for individuals and units on campus that seek to improve their educational impact.

Program Review 

The program review process is comprised of 3 integrated components: 1) strategic planning, 2) annual reviews, and 3) periodic extensive self-study and (external) reviews. In the periodic review, the program/unit determine how its strategic plan should be revised to ensure that it responds to the resulting recommendations and thus, ensures that quality improvements continue. This process occurs over a period of five years.

In the outline for the Program Review strategic plans, Section 3 focuses on outcomes assessment and asks the following:

Educational Outcomes for all the Unit’s Degree Programs (i.e., an Assessment Plan) [Source: Program Unit]

  • What are the expected educational outcomes for students who complete each of the unit’s degree programs (graduate and undergraduate)?
  • What are the expected educational outcomes for students who complete each of the unit’s classes in general education?
  • How does the unit assess the progress toward achieving these outcomes? (What techniques will be used?)
  • How are the assessment results used to improve the effectiveness of the unit’s instructional programs?

College/School Assessment Process

Deans are responsible for overseeing and collecting assessment of student learning in their colleges with help from the Office of Assessment.

  • Deans create timelines for departments to develop assessment plans which are reviewed and updated on a cycle designated by the dean.
    • o   Assessment plans include student learning outcomes along with direct and indirect methods to measure the outcomes. 
    • Departments submit assessment results and analysis to deans on an annual basis.
    • Deans summarize assessment results and report to the provost annually.
    • An Assessment Research Coordinator in each college will review assessment plans and results and consult within the college. Then, forward to assessment council/director of assessment for review, feedback, and collection. Assessment Council and the Office of Assessment provide professional development and consultation based on the needs of the college.

General Education Assessment and Course Review Plan

The Council on General Education and Intercollegiate Programs (CGEIP) is responsible for developing and implementing this plan.  Each course proposed for the new General Education has aligned the course with general education outcomes and SLOs, selected an assessment coordinator, and developed an assessment plan with direct and indirect measures.

The goals of the process are as follows:

  • Find out if students are providing evidence that they have met our approved Specific Learning Outcomes
  • Provide useful and meaningful information for the instructors of a general education course
  • Offer evidence that student learning has been looked at in a thoughtful way
  • Share successes of student learning, areas for improvement, and document the process of assessment changes

A general education course coordinator, with assistance from faculty who teach the course, will document and assess student learning based on the proposed general education plan. Documentation of an assessment/course review will be uploaded on a yearly basis. The annual report can be up to three pages. These annual reports will be useful in preparing the periodic review. The periodic review will take place every four years; however, course coordinators should follow their course review process as indicated in the original proposal.

Division/Unit Assessment 

Divisions have assessment plans to measure student learning.  The division head is responsible for the plan, reports and analysis. 

  • Division of Student Affairs
  • Division of Diversity and Inclusion
  • Student Development and Public Affairs
  • Access and Outreach

College annual reports include assessment information summarizing the efforts of the departments. These reports are posted on the Provost's website.