Examples of annual progress reports on assessment of student learning

Several departments have offered their reports as examples. These departments are in various stages of a fully-developed assessment of student learning process. Thank you to the faculty who wrote these reports and who were willing to share them as examples.

Communication Sciences & Disorders (.pdf)

Communication Sciences & Disorders (CSD) is one program being recognized because of its efforts to initiate change at K-State. Many accredited programs have extensive annual reporting requirements by their external accrediting agencies, which include assessment of student learning.  The CSD program and its extensive assessment plan helped prompt changes in the annual progress reports at K-State to better fit the annual reporting being conducted for accreditation requirements. As a result of their efforts, an alternative annual progress report template has been introduced for accredited programs, to allow them to focus on the multiple requirements of the external accrediting agencies.

Interior Design (.pdf)

This department chose some specific evaluative measures that were already part of their curriculum and embedded in classes. They chose something very straightforward and measurable - fiber identification - that also represents very fundamental and foundational knowledge/abilities for students in their major. In addition to a lab test, part of the final exam that specifically addresses the SLO was used to measure achievement.

College of Veterinary Medicine (.pdf)

The College of Veterinary Medicine integrates a wide variety of assessments, both direct and indirect. They have made outstanding improvements in reporting the faculty review of the assessments and the resulting impact on curriculum design, assessment practice, and enhancement of student learning.   In the APR, the description of both the direct and indirect methods of assessment is clear.  Outstanding is the identification that undergraduate science GPA, GRE and NAVE scores do not show significant correlation to clinical competency. This supports the Office of Assessment reasoning for not using course grades as a valid form of student learning assessment.  Another notable element in the assessment process is the impact that the assessments have on curriculum through faculty involvement with the data. The College of Veterinary Medicine is currently working on curricular changes based on information exposed from assessment feedback.  The efforts made for assessments to reflect practice as well as attained knowledge is notable.

Career and Employment Services (.pdf)

Career and Employment Services has demonstrated excellence in student learning assessment for a comprehensive, well-designed, and effectively implemented assessment plan for student learning assessment outside of the classroom.