The objective is to answer the research question: Have students learned what is expected of them upon completion of the program? Often, particular course-embedded requirements, such as a senior capstone paper, serve as natural and appropriate assessment vehicles for program-level perspective.
A variety of assessment methods can be taken based on the number of students in the program, length of the program, etc. For example, pulling a representative sample of all students in the program is a great method for large programs; population-level data and analysis might be more appropriate for small programs; and for very small programs, there may not be enough students to assess in a given year.
Often, taking a close look at the program curriculum will yield natural, existing points at which to assess student learning (mid- and end-point analysis). For instance, consider what measures already exist in the program. Course-embedded measures are regular course assignments such as a final exam or research paper. Another option is to use a measure that's not an existing course assignment such as a licensing exam.
|Direct* ||Obervable products of student learning || |
|Indirect ||Perceptions/reflections of student learning || |
|*Accreditation standards require at least 1 direct measure in program-level assessment.|