program outcomes assessment

Program-level Assessment Capacity Enrichment for Equity

What is PACE4Equity? Creating equitable learning environments for ALL students is a collective responsibility at UC Davis. 

Program-Level Assessment Capacity Enrichment for Equity (PACE4Equity) is a team-based hybrid coaching program for faculty-led teams from undergraduate academic departments. The program provides teams with the skills and knowledge necessary to develop and implement equity-minded, sustainable, and action-oriented program-level assessment of student learning.

Design Step 2: Establish Standards and Targets

QUICK LOOK
  • Set standard for achievement for each program goal
  • Identify performance targets that will allow program faculty to feel comfortable with results
How will you know that students have met your expectations? Clarify standards and targets to ensure equity and promote consistency Standards TOOLS ​​​​& TIPS

Establishing target percentages allows faculty to determine whether the program has successfully produced student learning.

WSCUC Standards

"What does WASC want?" QUICK LOOK:
  • Accreditation is a peer-reviewed process intended to continually improve accredited institutions.
  • A primary goal of accreditation is "to assure the public that institutions act with integrity, yield high-quality educational outcomes, and are committed to continuous improvement" (Handbook of Accreditation, p.

Act

How can we improve student learning? Act on the results

Celebrate successes and acknowledge areas in need of improvement.

"Consequential validity posits that assessment must be valid for the purposes for which it is used, consistent with relevant professional standards, and--this is the key point here--that the impacts or consequences of its use should be factors in determining validity" (Hutchings, Kinzie, & Kuh, 2015, P. 41).

Analyze & Interrogate Results

We have collected student work. Now what? Make sense of the evidence of student learning

"Collecting data is one thing, but making sense of them is something else. We want to use analytic techniques that are simple, direct, and effective" (Allen, 2004, p. 131).

What can we learn from these results? TOOLS ​​​​& TIPS

The results of assessment activities are most meaningful when they provide insight into student learning in comparison to something else, i.e., analysis of aggregated students’ performance in relation to program learning outcomes.

What do you expect students to learn?

QUICK LOOK Effective Learning Outcomes: 
  • Represent intentional alignment between course and program outcomes and campus goals for learning. 
  • Describe the knowledge, skills, and abilities you expect students to display at the end of the course or program. 
  • Focus on what students will DO (NOT what the course covers or program includes).
Articulate and communicate expectations 

The process of developing learning outcomes invites faculty to reflect on, and then translate, that embodied disciplinary knowledge int

Align Curriculum

QUICK LOOK
  • An aligned curriculum is one in which there are direct, intentional, and transparent relationships between Program Learning Outcome (PLOs), Course Learning Outcomes (CLOs), and equitable opportunities for students to learn, develop, and demonstrate their attainment of PLOs.
  • Curriculum analysis is the process that results in a curriculum map.​
When and how often does your program provide students opportunities to demonstrate their learning? Curriculum analysis and mapping for equity

We "need to consider how curricula are structured to advance stu

Biochemistry and Molecular Biology

Program Learning Outcomes Biochemistry and Molecular Biology
  • Describe the molecular and structural unity of life, explain how the diversity of living things is generated and perpetuated, and exemplify this diversity among and within life's three domains.
  • Demonstrate knowledge of how genetics, biochemistry and direct observation are used to elucidate cell organization and function.
  • Develop skills in applying quantitative methods to describe, evaluate and model biological processes.
  • Demonstrate the ability to design and execute collection, evaluation And i