Purpose of Program Assessment
The purpose of Program Assessment is to ensure student learning and curriculum improvement through an evidence-based approach. Brandman has implemented course embedded assessments to measure student learning outcomes. Student learning for each program learning outcome is evaluated using a rubric, and the results of all students are aggregated and disaggregated for review. Data collection is on-going and all-inclusive with data harvesting occurring at the end of each session.
Course embedded assessment and use of rubrics has enabled faculty to establish clear expectations for student learning and accurately assess student learning. In addition, this process in conjunction with earlier work revising courses to a blended format built an alignment of course learning outcomes with institutional and program learning outcomes.
The curriculum maps designate the level of learning (Introduce, Practice, and Mastery) highlighting the signature assignment at the Mastery level. In addition faculty created rubrics to assess signature assignments. The course embedded assessment fully engages full-time and adjunct faculty in program assessment and curriculum improvement.
Process of Program Assessment
A Program Assessment is completed for each academic program offered by Brandman University. The majority of programs are on a bi-annual assessment schedule with the exception of teaching credential programs and nursing programs which require annual assessments to meet regulatory standards or professional accreditation.
The Assessment Office provides a completed Program Assessment Template for the faculty to analyze, reflect and share with stakeholders and adjunct faculty. The Program Assessment Template includes data on student learning (e.g., rubric data for PLOs aggregated and disaggregated by delivery model and campus location), graduation and retention data, student opinion survey and course quality. The Assessment Office holds webinars and teleconferences with the faculty to review the template, discuss next steps (e.g., stakeholder feedback summary form completion and action plans) and address questions. The faculty analyzes student learning data noting overall strengths and weaknesses and by delivery model and campus location.
Review of program assessment data is conducted by the full-time faculty, adjunct faculty, and stakeholders. The review and analysis by each group is compiled by the full-time faculty into a summary report delineating program strengths and areas of improvement. The faculty develops an action plan to address identified issues targeting improvement of student learning. Six to twelve months later, faculty review the action plan and update the status for closing the loop.