In 1996, the college
began the process of developing and implementing a formal program assessment
process. Groups of faculty were
appointed as assessment teams for each program, and a faculty member with strong
empirical research skills was appointed to coordinate the effort for the
college. An assessment manual was
developed for the college, and several workshops were held to train faculty in
program assessment methodologies. Then
the program assessment teams set about the task of developing an assessment
plan for each program.
The assessment plan for
each program begins with the mission
statement for the program, which must be consistent with and supportive of
the mission statement of the college. A
guiding principle is that each program mission statement indicates as concisely
as possible what constituency is served and what value is created by the
program for that constituency. For most
programs, the previously existing mission statements were found to be
inadequate for assessment purposes, so they were rewritten as necessary. Each program mission statement has been
reviewed by the appropriate program council and approved by the RCB faculty. Based on the mission statement, program objectives provide specific,
though not necessarily measurable, statements of the intended impact of the
program on the student. For each program
objective, one or more expected outcomes
translate the program objective into a measurable statement(s) of program
impact in terms of knowledge imparted, skills developed, career
placement/advancement, etc. Finally, for
each expected outcome, one or more assessment
methods are specified -- including, for example: comprehensive exams,
evaluations of student projects, and surveys of students, alumni and
employers. Assessment teams were
cautioned to develop assessment plans that reflect
realistic goals and involve assessment methods that are supportable with
available resources.
As assessment plans were
developed for each program, they were submitted to the RCB assessment
coordinator for review. Most assessment
plans went through several developmental drafts incorporating suggestions for
improvement provided by the assessment coordinator. Assessment instruments (e.g., exams, surveys,
etc.) were then developed. All of this
developmental effort took place as GSU, along with the entire University System
of Georgia, was converting all program curricula from the quarter system to the
semester system. The actual conversion
to the semester system occurred in fall, 1998.
The 1998-99 academic year is the first year in
which the assessment plans have been applied to all programs.
The college has a clear
policy with supporting responsibilities and procedures for ongoing assessment
of academic programs. Although program
assessment is expected to be a continuous process within the program assessment
teams, each program will be subjected to review by the Undergraduate or
Graduate Program Council at least once every five years. This process will be coordinated with a
similar periodic review process that is mandated and conducted at the
university level. The program council
will communicate its findings to the program director, along with guidance for correcting
any deficiencies and suggestions for improvement of the program or the
curriculum planning/assessment process.
The program council will follow up to ensure appropriate action is
taken.
Henceforth, a complete assessment plan (structured as described above) must be included in any curriculum proposal that would create a new program or significantly change the mission, objectives, content, or requirements of an existing program. The assessment plan will be reviewed by the appropriate program council along with the proposed curriculum. Final approval of such a proposal by the RCB faculty will include approval of the assessment plan.