定义任务、目标和学习成果

定义使命宣言

部门或单位的任务说明定义了, 一到两段, 它的目标, 与大学愿景和愿景相关的价值观和愿望 战略目标. 它还应指明该部门/单位的最重要职能.

定义单元目标

目标是一个单位旨在实现其使命的方式的陈述, 流程应该如何工作, 他们的最佳结果应该是什么. 目标应该是可衡量和可实现的.

作为一般的最佳实践规则, 每当单位负责产生特定的kpi时, 可交付成果, 或里程碑来衡量战略计划仪表板的具体核心计划, the unit should define objectives that are aligned directly with those Core Initiatives and use the same KPIs, 可交付成果, 或者是衡量朝着目标前进的里程碑.

定义学习成果

学习成果是对知识的陈述, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. 它们应该是可测量的, 在学习单元(课程)的背景下可以达到的, 课程, 具体活动),并应对部门的使命作出贡献.

你应该为你的项目开发3-5个学习成果. MSCHE provides guidelines in chapter 2 of the handbook on Student Learning 评估: Options and 资源 (2nd Edition, 2007).  发展学习成果的另一种指导是由 国家学习成果评估研究所. The NILOA has several easy to use resources on the subject of drafting learning outcomes and quite a few are intended for neophytes. 他们的 网站 包括“如何”一节起草学习成果.

学习成果评估方法

描述一个学习成果是如何被(或将被)评估的. 重点是生产 直接的证据 比如学生的遗物,研究论文,考试结果.

Examples of 直接的证据 (taken from the list of methods for the assessment of student learning recommended on the MSCHE web site):

  • 评分:在某一考试或演示中使用评分标准评分的:
  • 学生作业作品集的评估标准如下:
  • Scores on locally-designed multiple choice and/or essay tests such as final examinations in key 课程s, 资格考试, 和综合考试, 伴随着描述测试评估内容的测试“蓝图”

间接证据, such as students' perceptions of their learning and the educational environment, may also be used. Examples of in直接的证据 (taken from the list of methods for the assessment of student learning recommended on the MSCHE web site:

  • 学生满意度、校友和雇主调查
  • 课程成绩
  • 作业成绩,如果没有附标题或评分指南

NOTE: Indirect methods alone do not provide adequate information about student learning outcomes.

指示板

Department chairs have access to dashboards displaying relevant academic indicators about student numbers, 类, 教师, 等.

  • Personal dashboards (accessible to individuals only) collecting information about people’s activities over time; 教师 members, 例如, 可以看看他们教过的课程吗, 他们发表的论文, 他们曾经服务过的委员会, 他们建议的学生, 他们给出的分数与机构平均水平相比, 对他们课程的评价, 等.
  • Academic departments’ dashboards collecting aggregate information about students and professors in the department, 以及, 例如, ag8亚洲游课程和成绩.
  • Administrative units’ dashboards collecting information relevant to the specific unit; 例如, 实习办公室的仪表板可能包含学生的信息, 雇主, 和实习.
  • 领导 Team dashboard containing aggregate information about all aspects of University activities, 流程, 和利益相关者.
  • Institutional dashboard containing a selection of the information available in the 领导 Team’s dashboard and accessible to everyone.

还将考虑创建其他仪表板, so as to make available relevant information to students (both personal and for various associations and student governance groups), 父母, 未来的学生及其家长, 以及校董会.

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