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March 2021

 
 
In this issue:
  • Chancellor's Senior Survey for May Graduates
  • Review of Learning Outcomes Assessment Progress Reports
    • Exemplary Recognition
  • Exemplary Learning Outcomes Assessment
  • Announcements & Reminders
    • Assessment Workshops for Spring 2021
    • Provost's Initiative on Teaching Advancement
    • Assessment Progress Reports for AY 2020-2021
    • Assessment Brown Bag Series
    • Assessment Institute Recordings
  • Learning Outcomes Assessment Resources
 
 
Caption Here 
 
Chancellor's Senior Survey for May Graduates

The Chancellor's Senior Survey is currently being administered to May graduates. The Chancellor's Senior Survey is a good source for indirect evidence for learning outcomes assessment, especially if one or more of your program-level learning outcomes are aligned with any of the campus-wide student learning outcomes. You can access the survey data for your students through the Senior Survey Dashboard.

Help increase the response rate for graduating students in your unit by encouraging students to complete the survey. Promotional materials can be found here: go.illinois.edu/SeniorSurveyPromo. And, students can look up their unique survey link here: go.illinois.edu/SeniorSurveyLink

Additional information about the survey administration for Spring 2021 can be found here

 
 
 
 
Review of Learning Outcomes Assessment Progress Reports

Last Fall, the Council for Learning Outcomes Assessment (C-LOA) reviewed nearly 270 Learning Outcomes Assessment Progress Reports for AY 2019-2020. Based on this review, C-LOA learned that:

  • 52% of programs were involved in preparation activities for assessment work, such as creating or revising rubrics, surveys, and exams;
  • 67% of programs used direct evidence to assess student learning;
  • 67% of programs used indirect evidence to assess student learning;
  • 51% of programs shared assessment results with others in the department, primarily through reports and presentations;
  • 58% of programs indicated a least one change or improvement based on assessment results. The top five changes or improvements were:
    • Revised/redesigned curriculum
    • Improved advising
    • Increased mentoring and support
    • Improved monitoring of student progress
    • Added new courses

Exemplary Recognition
The following twenty-five degree programs were recognized for exemplary assessment work based on their Learning Outcomes Assessment Progress Report for AY 2019-2020. Five of the programs received exemplary recognition for AY 2018-2019 and are thus recognized as Continuing Exemplars.

    • Community Health - MS, PhD
    • Speech and Hearing Science - BS (Continuing Exemplar)
    • Speech and Hearing Science - MA (Continuing Exemplar)
    • Speech and Hearing Science - PhD
    • Doctor of Audiology - AuD
    • Bioengineering - MENG
    • Graphic Design - MFA
    • Economics - BALAS
    • Learning and Education Studies - BS
    • Lighting Design and Technology - MFA
    • Library and Information Science - MS
    • Biochemistry - BS
    • Biochemistry - MS, PhD
    • Creative Writing - BALAS
    • European Union Studies - MA
    • Germanic Studies - BALAS
    • Neuroscience - PhD (Continuing Exemplar)
    • Psychological Science - MS (Continuing Exemplar)
    • Portuguese - MA
    • Spanish - BALAS
    • Teaching of Spanish - BAT (Continuing Exemplar)
    • Spanish Literatures and Cultures - MA
    • Spanish - PhD
    • Veterinary Medical Science Comparative Biosciences - MS
    • Veterinary Medical Science Comparative Biosciences - PhD
 
 
 
 
Exemplary Learning Outcomes Assessment

During their reviews of the Annual Learning Outcomes Assessment Updates, the Council for Learning Outcomes Assessment (C-LOA) identifies programs engaged in exemplary assessment work. Typically, no more than 10% of programs receive exemplary status each year. This section highlights a sample of programs that have received the exemplary designation.


Biochemistry - BS
Assessment Questions

The program's assessment questions are appropriately focused on student learning.

    1. How will we know that students can design a scientific process and employ the scientific method, demonstrating that biochemistry is evidence-based and grounded in formal practices of observation, measurement, and hypothesis testing?
    2. How will we know that students can execute quantitative analysis and mathematical reasoning to interpret biochemical data?
    3. How will we know that students can construct and utilize predictive models and simulations that define chemical relationships, as well as molecular interactions of complex systems?

Creative Writing - BALAS
Use of Assessment Results

The program assessed students' familiarity with contemporary literature through various courses after recognizing that students were not adequately demonstrating the ability to read, analyze, and discuss published works of literature, especially contemporary literature, from a craft perspective, identifying authorial choices and evaluating the effect of those choices on the work. The assessment results revealed that students needed more exposure to contemporary literature. In response to these findings, the department initiated a revision of the degree program. The revision makes room for additional courses in contemporary literature and will emphasize the importance of creative writing courses outside the workshop experience to further the goals of additional student learning outcomes. Workflow on many other changes has also been begun, including retitling and re-describing several courses to better illuminate the primary emphases of the program for students.

Neuroscience - PhD
Reflection on Growth or Improvement

In discussing their next steps, the program expressed a desire to improve data collection for student learning outcomes. The program has more clarity about what information is needed and where to get it. The program is considering several options including additional questions on student Annual Reports about awards, publications, grant or fellowship proposals, and methods; questions or simple evaluation rubrics for committees to complete after each of the major milestones, particularly the Qualifying Exam where knowledge and ability to synthesize information are evaluated; and a program exit survey to document students' first post-PhD jobs and professional preparation.

 
 
Announcements & Reminders
  • Assessment Workshops for Spring 2021: The following assessment workshops will be offered this spring. For workshop descriptions and registration information, go here.

    • Completing the Assessment Progress Report
    • Writing Learning Outcomes
    • Assessing Critical Thinking and Communication Skills

  • PITA Grant: If you're working on any projects aimed to better assess and improve degree programs, you should consider applying for the Provost's Initiative on Teaching Advancement (PITA) grant. The PITA grant was recently extended to include assessment beyond teaching and can provide an opportunity to design, implement, and assess instructional and pedagogical innovation that has a high probability of enhancing education at Illinois. The application deadline is April 9
  • Assessment Progress Reports: Invitations to submit Learning Outcomes Assessment Progress Reports for AY 2020-2021 will be sent in early April. 

  • Assessment Brown Bag Series: Held the first Friday of each month and open to anyone interested, this series provides an opportunity for informal discussions around various assessment topics and for feedback on learning outcomes assessment-related projects. For more information, go here.

  • Assessment Institute Recordings: Session recordings and handouts from the 2020 Assessment Institute are still available. The 2020 Assessment Institute was held virtually in late-October. You may now access session recordings and handouts from this year’s program. For more information about the Institute, go here: http://www.assessmentinstitute.iupui.edu.
 
 
Learning Outcomes Assessment Resources
 
 
 
 
 

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