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Writing Certificate Assessment Plans

Writing Certificate Assessment Plans. Dr. Timothy S. Brophy Director of Institutional Assessment University of Florida. Today’s Goals. Describe and explain SACS accreditation expectations for academic program assessment Describe and explain the sections of the Certificate Assessment Plan

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Writing Certificate Assessment Plans

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  1. Writing Certificate Assessment Plans Dr. Timothy S. Brophy Director of Institutional Assessment University of Florida

  2. Today’s Goals • Describe and explain SACS accreditation expectations for academic program assessment • Describe and explain the sections of the Certificate Assessment Plan • Answer questions

  3. Why is it Important to be Accredited? • SACS-COC = the Southern Association of Colleges and Schools’ Commission on Colleges • SACS is the Federally-approved accrediting body for southern region of the US • SACS develops policies and standards that operationalize Federal Regulations • Federal Student Aid is tied to our reaffirmation – without accreditation we lose this important funding source

  4. $106,204,536

  5. Scope of the SACS Principles

  6. SACS Standard 3.3.1.1 • 3.3.1 - The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness) • 3.3.1.1 educational programs, to include student learning outcomes

  7. How sacs defines educational programs An educational program is a coherent set of courses leading to a credential (degree, diploma, or certificate) awarded by the institution.

  8. Expectations for academic program assessment • There is a clear expectation that an institution be able to demonstrate institutional effectiveness for all its diplomas, certificates, and undergraduate and graduate educational degree programs. • The expectation is that the institution will engage in on-going planning and assessment to ensure that for each academic program, the institution develops and assesses student learning outcomes. • Program and learning outcomes specify the knowledge, skills, values, and attitudes students are expected to attain in courses or in a program.

  9. Expectations for academic program assessment • Methods for assessing the extent to which students achieve these outcomes are appropriate to the nature of the discipline, and consistent over time to enable the institution to evaluate cohorts of students who complete courses or a program. • Shared widely within and across programs, the results of this assessment can affirm the institution’s success at achieving its mission and can be used to inform decisions about curricular and programmatic revisions. • At appropriate intervals, program and learning outcomes and assessment methods are evaluated and revised. • (SACSCOC 2012, Resource Manual, http://sacscoc.org/pdf/Resource%20Manual.pdf)

  10. What SACS Expects

  11. The UF Assessment Process UF MISSION Institutional Effectiveness Assessment

  12. Certificate Assessment Plan

  13. Does your certificate require a plan? • YES if your certificate • (a) appears on the student’s UF transcript and • (b) can be earned separate from a degree program.

  14. Sections of the plan

  15. Rationale

  16. Mission

  17. Student learning outcomes • These should come from the Certificate Transmittal Form • IMPORTANT: There is no requirement by the UCC or Institutional Assessment that Certificate Assessment Plans need to have an SLO in each of the three categories required for the degree programs. • Because certificates are short, focused course sequences, the only requirement is that the SLOs be relevant for the certificate. • Use the “Writing Measurable Student Learning Outcomes” resources at the Institutional Assessment website

  18. Curriculum map/assessment timeline • Undergraduate programs: the Curriculum Map is a matrix that graphically organizes important information about the introduction, reinforcement, and assessment of the SLOs in the certificate program • Graduate and Professional programs: the Assessment Timeline shows when the SLOs assessed and measured in the certificate program • It should be clear to a student when or in what course an assessment occurs, and the type of assessment that is planned (assignment, project, paper, performance, presentation, etc.)

  19. Curriculum Map Undergraduate Certificates Program College Key: Introduced Reinforced Assessed (include the name of the assessment)

  20. Assessment timelines – graduate and professional Certificates Program_____________________________________College ____________________________________

  21. Certificate Assessment Cycle Program College _ Analysis and Interpretation: [Enter date or time frame here] Improvement Actions: Completed by [Enter date here] Dissemination: Completed by [Enter date here]

  22. Methods and Procedures

  23. Assessment oversight

  24. SUBMISSION PROCESS

  25. Questions Timothy S. Brophy, Ph.D. Director, Institutional Assessment 235 Tigert Hall Office of the Provost Email:tbrophy@aa.ufl.edu Phone: 273-4476

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