Updates for Annual Program Assessment
Assessment report submission dates for the 2021-2022 academic year are:
- February 28, 2022: DUPs and DGPs submit assessment reports to department heads in the APA application: go.ncsu.edu/APA
- March 31, 2022: Department heads review assessment reports
- April 15, 2022: Department heads submit a summary report to their dean’s designee
- April 29, 2022: Dean’s designee reviews assessment reports
- May 13, 2022: Dean’s designee submits a summary report to the Provost’s Office
Once again, there is certainly an “asterisk” beside this academic year in many regards. In the spirit of continuous improvement of student learning and NC State’s mission of excellent teaching and the creation and application of knowledge, we urge you to continue to use assessment as a powerful tool to keep moving forward. COVID-19 has certainly impacted the mode of delivery of course content for many of us, and subsequent changes to assessment and the data we are able to collect are expected results. The Office of Assessment and Accreditation and The Graduate School are available to assist you with assessment needs as we all work to the best of our ability to maintain continuity and deliver high quality instruction. For additional resources for assessment during COVID-19, please visit the assessment resources page.
Assessment Support and Training Sessions
This fall, campus assessment facilitators will offer drop-in training sessions for DUPs, DGPs, and department heads for assistance with the annual outcomes assessment process. Faculty and staff involved in the assessment process are also welcome to reach out to the assessment facilitators for individual consultations (Kaitlyn Mittan firstname.lastname@example.org for undergraduate programs; Dr. Pierre Gremaud email@example.com for graduate programs). Learn more on the assessment resources page.
Outcomes Assessment Process
All undergraduate programs and transcripted certificates offered for credit by NC State are expected to fully participate in the assessment process, regardless of method or location. However, University requirements are flexible enough to allow programs and/or colleges wide latitude in implementing the procedures, including integration of undergraduate and graduate program review where desired.
Accreditation and assessment support NC State’s academic excellence by establishing learning outcomes that provide benchmarks for the success of all academic programs.
Setting the Bar for Success – NC State maintains assessment plans for each academic program, including all degree programs and certificates recognized on official university transcripts. Each assessment plan describes measurable student learning and program outcomes and appropriate evaluation methods.The university requires an annual assessment report for each academic program. Reports provide an update including a summary of recent assessment results, an evaluation of strengths and areas for program improvement based on the results, and a description of decisions made and implemented to address areas for program improvement.
Assessment Plans and Learning Outcomes
We provide access to assessment reports and corresponding learning outcomes for each academic program and certificate. Learn more at apps.oirp.ncsu.edu/pgas/.
Academic Program Assessment (APA) Application and Assessment Guidelines
- Academic Assessment Overview
- Academic Program Assessment Application
- Example Assessment Plan | Example Report
- Rubric for Evaluating and Providing Feedback to Program Directors (Department Heads, Deans)
- Academic Assessment Workflow
- APA Screenshots – Updating Assessment Plans
- APA Screenshots – Writing, Submitting, and Reviewing Assessment Reports
- APA Screenshots – Writing and Submitting Summary Reports
Basic Expectations for the Assessment Process
- Learning Outcomes – Each program and transcripted certificate must have a set of comprehensive student learning outcomes which are measurable (i.e., need to use action verbs such as those found in the Bloom’s tables online) and can all be assessed within a 3 to 5-year cycle. We generally recommend narrowing down the list of outcomes to 4 to 7 high-level outcomes (e.g., analyzing, synthesizing, creating, etc.) the faculty would expect students to be able to do or know as a result of graduating from the program.
- Measures – Each program and transcripted certificate must use direct measures of learning that are aligned with the outcomes such as test questions (not grades) or projects with a rubric (or another method that will allow for systematic review of the course product) from upper-level courses. When done well and in the aggregate, these methods will allow programs to determine not only the extent to which students achieved the outcome, but will allow faculty to identify both strengths and areas for improvement for the program, which is a requirement of the process (for an example of how to show these, see the “Example Report” listed above. Each program can measure as many outcomes as they deem appropriate each year as long as they are all assessed within 3 to 5 years. A single tool or set of questions from a major exam may be used to assess multiple outcomes.
- Using Results – Each program and transcripted certificate must make clear decisions based on the data collected. Decisions may or may not include changes to the overall program or courses and changes to the program may or may not be big changes. The spirit of the process is that the faculty review the data and make decisions regarding whether changes are needed and if so, what those changes should be. If the faculty determine that no changes are needed, please explicitly indicate that as a decision made based on data.
- Submitting Reports – Each program and certificate submits an assessment report in Academic Program Assessment (APA) Application. Reports are due the last business day of February each year. Instructions for submitting reports in APA can be found above.
All programs and transcripted certificates are encouraged to utilize any of the resources below throughout the assessment process. The use of a curriculum map is recommended to help programs identify the courses in which outcomes are addressed and where the best direct evidence can be collected. A curriculum mapping template is available in the “Assessment Resources” link below.
- Assessment Resources
- Guiding Principles of Undergraduate Academic Assessment (by AAAPT, May 2005)
- Common Language for Assessment Document (CUPR, August 2001)
- Undergraduate Academic Assessment Learning Outcomes
External Program Review
Periodically, the college dean(s) and the Vice Chancellor and Dean of the Division of Academic and Student Affairs (DASA), on behalf of the Provost, review each undergraduate program. Their review is focused on the quality of the program and the summative use of results. In preparation for the review, programs should complete the self-study and submit the portfolio to the college associate dean(s) and to the DASA Vice Chancellor and Dean. Programs are encouraged to work with their Associate Dean and the DASA Vice Chancellor and Dean to tailor these guidelines to meet the needs of the program. Programs with external accreditation requirements may use self-study portfolios developed for accreditation in lieu of the guidelines below if approved by the college associate dean and the DASA Vice Chancellor and Dean. The DASA Director of Assessment is available to help the programs with their assessment efforts.
The primary purpose of the periodic external comprehensive review is for faculty to reflect upon, evaluate, and improve the undergraduate education provided by their program. The review process provides a framework within which to make programmatic improvements and also provides an opportunity for programs to showcase successes. Please refer to the the Academic Affairs Assessment Planning Team’s final report for further details about the process, the roles of faculty members and administrators, and the Guiding Principles.