糖心视频

• Assessment: Assessment is defined as one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes and program/unit objectives. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to the objective or outcome being measured.  Appropriate sampling methods may be used as part of an assessment process.
• Formative Assessment: The goal of formative assessment is to monitor student learningto provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
  • help students identify their strengths and weaknesses and target areas that need work
  • help faculty recognize where students are struggling and address problems immediately
• Summative Assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some course or programmatic rigor as defined by a standard or benchmark. Summative assessments are often high stakes, which means that they have a point value that often leads to a grade. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
• Rubric: A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.
• Assessment Tool: Tool that is being used to collect data to evaluate each goal.
  • Direct Measure - observed demonstrations of specific activities learning/training, or skills. Examples include participation counts/percentages, behavioral observations, record logs, and implemented processes. These are more common for strategic goals.
  • Indirect Measure 鈥� imply the achievement of an outcome. Often self-reported by individuals and focus on self-reflection and perception. Examples include surveys, interviews, evaluations, and focus groups.
• Benchmark: states what the desired percentage of population will achieve a desired performance level. It is the minimum measure of success.
  • 75% of sampled students will achieve an 80% or higher on the final rubric.
  • 95% of emails from students will be returned within 2 business days.
• Results: the results of the assessment process and provides data that aligns with the stated benchmark.
  • 81% of sampled students achieved an 80% or higher on the final rubric.
  • 92% of emails from students were returned within 2 business days.
• Action Plan: specific strategies that will be implemented for those goals that are not met or are in progress.

USM has developed and has in place student learning outcomes at the University, Program, and Course levels to provide clear objectives for the students and faculty.  

University Learning Outcomes
USM has in place seven outcomes that oversee not only the general education courses but also the entire curriculum. Rubrics were developed to assist with consistency of measuring each of these outcomes. A rotation has been established whereby two of the six core ULOs (excludes #7) are measured each academic year.

The seven University Learning Outcomes are as follows:

1a Quantitative Literacy The 糖心视频 graduate will effectively access, evaluate, and apply information appropriately for a specific purpose. 

1b Qualitative Literacy The 糖心视频 graduate will effectively access, evaluate, and apply information appropriately for a specific purpose. 

2 Analytical Skills The 糖心视频 graduate will demonstrate analytical skills. 

3 Integrative and Synthetic ThinkingThe 糖心视频 graduate will be a broad integrative and synthetic thinker. 

4 Civic and Global Learning The 糖心视频 graduate will engage in civic and global learning through diverse perspectives

5 Catholic and Vincentian Spirituality The 糖心视频 graduate will explore their own spirituality as it relates to the Vincentian and broader Catholic Tradition.

6 CommunicationThe 糖心视频 graduate will communicate effectively.

7 Specialized Knowledge and Skills The 糖心视频 Graduate will demonstrate specialized knowledge and skills as evidenced by meeting the Program Learning Outcomes of their select program of study.

Program Learning Outcomes (PLOs)
Each academic program at Saint Mary has Program Learning Outcomes. These are based upon direction of the field, guidance from advisory boards, and research in order to provide structure that best prepares students to succeed after graduation. The PLOs appear on the syllabi for the discipline's courses, and each course has been mapped to the PLOs to illustrate where the introduction, reinforcement, and mastery of the program outcomes occur. While they are assessed every academic year through the Annual Program Learning Outcome and Assessment Report, program outcomes are carefully evaluated during program reviews to make sure they are still applicable. 

Course Learning Outcomes (CLOs)
Credit courses at USM have course outcomes and competencies. Similar to the program outcomes, these are based upon research, guidance from advisory boards, and direction of the field.

, a rich site filled with many links to Internet resources for higher education outcomes assessment.  

, an organization dedicated to making learning outcomes usable and transparent with also a great online resource library available on its site. 

hosts a free online open-course to understand more about student learning outcomes.

Course Evaluations

Course Evaluation Surveys are administered each semester using SurveyMonkey.

Program Learning Outcome and Assessment Report

Each academic program completes an annual report outlining the status of program learning outcomes, enrollment and retention trends, and curriculum mapping.

Program Review

Continuous assessment of programs assists in keeping the curriculum current and meaningful. USM has in place a structured program review process that involves a 5-year cycle in which each program conducts a thorough data-driven assessment review and then provides annual updates about its ongoing work.

Collegiate Learning Assessment (CLA+)

The CLA+ is administered to incoming freshmen each fall and seniors each spring.  This nationally normed exam assesses students鈥� written communication and critical thinking skills.

National Survey of Student Engagement (NSSE)

is administered to all degree-seeking students every other year (odd numbered academic years). The survey measures student participation in high-impact practices, satisfaction with campus engagement, and sense of campus community, among other things. Students are emailed the survey link from NSSE during the spring semester.

Accuplacer

Accuplacer is used to measure incoming students鈥� writing and mathematics skills in order to place them into the appropriate courses.

Advising Surveys

The Advising Survey is administered annually each spring via SurveyMonkey to all degree-seeking students.

Division Chair Evaluation

Full-time faculty members complete the division chair evaluation during the spring semester.

Annual Departmental Assessment Report

Non-Academic departments complete an annual report detailing their prior year outcomes and establishing goals for the upcoming year.