• Guidelines, Formats and Criteria for Review of Assessment Plans



• Guidelines and Format for Submission of Annual Status Reports



• Assessment Definitions and Issues



• Assessment Infrastructure



• Time Line 1993-2003



• Principles of Good Practice in Assessment



• Problematic Issues in Assessment



• Types of Assessment at CSUSB



• 1994 Faculty Senate Resolution on Assessment



• Internet Assessment Links



• Assessment Funding



• Assessment Plans and Status Reports



• General Education Outcomes Assessment



• Assessment Archives



• Assessment Methods Used by Programs



• Uses of Assessment Results for Program Improvement



• CSU Trustee Action on Student Learning Outcomes Assessment

Broader Aspects of Assessment

When we began the assessment process, many were concerned that programs would develop only content oriented goals or employ narrow standardized exams that miss the heart of the curriculum and true meaning of the university experience. Would departments develop simple, easily met objective and then "teach to the test?" At our February 1998 Assessment Workshop, programs had the chance to disseminate their assessment plans and to share experiences and ideas. Assessment Committee member Dr. Robert London of the School of Education reviewed the assessment plans and documents that programs have submitted and found that many programs were taking the "high road" and had developed very noble and lofty goals and objectives for their students. It was a pleasant surprise to find that so many programs had set themselves such difficult and laudable tasks. Here are the kinds of things that programs are attempting to provide and measure in their students.

1. Appreciation of the Diversity of Cultures and Intellectual Points of View
2. Understanding of Ethical Issues and Responsibilities
3. Ability to Work Effectively with Others
4. Skills Useful to Function Effectively as a Professional in Their Fields
5. Skills Consistent with Continuing Development and Learning in Their Field
6. Skills Necessary to Communicate Effectively with Others
7. Meaningful Experiences Involving the University Community or the Community Outside the University
8. Mastery of Higher-order Objectives (i.e. Problem Solving Skills) in his/her Field
9. Growth and Mastery in Subject Matter Knowledge of Discipline
10. Awareness of and Knowledge about Impact and Effect of Computer Technology on Society
11. Professional Skill Necessary to Promote Social and Economic Justice and Combat Institutional Discrimination
12. Appreciation of Values of Democracy, Equal Opportunity, Work Ethic, Ongoing Personal Growth and Renewal, and Satisfactions Derived from Personal Success

SPECIFIC ASSESSMENT TECHNIQUES USED AT CSUSB

Some departments have inquired about what possible types of assessment might be used. As you can see from the listing below, there is no one "best" or most appropriate model. The techniques employed to measure student achievement on our campus are broad and varied:

Comprehensive, criterion-referenced or nationally-standardized exams
Portfolios (Holistic Scoring according to established rubric and rating scale)
Group projects (Peer evaluations and/or faculty rating)
Field experiences
Analysis projects, research paper

Diagnosis/Placement on entrance to program
Mid-program barrier exam before upper-division
Senior-level assessment course (Pass/Fail Basis)

Recitals, exhibitions, colloquia,
Ratings by department faculty
Outside jurors and professional critics
Use of community advisory groups

Music: piano, sight singing, listening, repertoire, and performance exams
Quarterly progress report and feedback by faculty

Cumulative record of course achievement according to program standards
Review of papers and exams over time

Common questions is all required or core courses
Common syllabi and standards of achievement and/or grading for all sections

Rating of competency by employers and/or field supervisor and instructor
Check off sheets of required skills and proficiency-level
Student reports and self-assessment of experience
Student report relating to observations/participation to curriculum and program objectives

GRE scores
Licensing exam pass rates
Comparative data from other similar programs

Committee review approval, assessment of final product
Common format, methods, content, and structure
Sampling and holistic rating of portfolios, group projects, analysis of selected papers, case studies and student presentations in public settings

Syllabus review and approval by department
Agree upon level of expectation of achievement and amount/depth of coverage
Strict enforcement of prerequisites, sequencing of courses
Use of diagnostic exams at next level courses in program