At Engineering for Professionals (EP) “assessment” of student learning is the term for asking what we expect students to learn. It is a way to know if students can demonstrate mastery of the stated learning outcomes by analyzing evidence from course-based student assignments. It promotes reflective practice, critical thinking, and inquiry-based learning through a review of performance-based assessment measures that drive program and unit level improvements to increase student learning outcomes, satisfaction, and impact on their community.
All EP programs have learning assessment plans and conduct at least one assessment of learning annually. The results of this are included in the assessment plan and EP annual report.
Comprehensive Learning Assessment System (CLAS)
To provide guidance and structure for EP program learning assessment plans, we have developed a Comprehensive Learning Assessment System (CLAS). The CLAS builds on EP’s mission, vision, and values to address program goals and professional and national standards. Its assessment cycle reflects an ongoing systematic approach to continuous improvement.
- Program Learning Outcomes
- Assessment Measures
- Data Collection
- Data Analysis
- Data Driven Decisions
- Program Improvement
Assessment Management System
Starting in 2021, EP will begin implementing the CLAS in AEFIS (Assessment, Evaluation, Feedback, and Intervention System); the university adopted Assessment Management System (AMS). EP will also be using the AEFIS syllabus management tool to help connect program learning outcomes with course learning outcomes and course-based assessments. The implementation goals are outlined below.
Developing a learning assessment plan
The learning assessment plan lays out a systematic approach to reviewing the student learning experience. A simple, straightforward assessment plan includes these core components:
WHAT—What are students expected to learn?
WHERE—Where in the curriculum, are students expected to learn and apply the knowledge and skills specified as the learning outcomes?
HOW—How do program faculty know—what is the evidence—that students are learning what they expect them to as outlined in the assessment plan?
SO WHAT—Review the assessment activity findings (evidence). Are students meeting our expectations? Validate or consider ways to improve.
Here’s how you can develop your plan:
Define goals of the program
Define intended program learning outcomes
Align program learning outcomes with EP mission, vision, values, and strategic plan
Align program learning outcomes with specific courses
Align key assessments with program learning objectives
Develop assessment questions
Define indicators of success for each assessment question
Indicate data sources
Indicate methods of data collection
Determine a timeline for the assessment
Indicate how data will be disseminated
Analyze assessment data
Summarize results in a report
Indicate course, program, and unit level changes and improvements as a result of data analysis
Implement changes at the course, program, and divisional levels