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Greetings!

            Welcome to the faculty iWay pages dedicated to assessment!   This page will guide you to the resources and information you need to maintain and use your assessment plans. If you have questions or suggestions for improving this site, please contact Prof. Richard Leiby.

Rationale for assessment

            Plato quotes Socrates as having believed that “the unexamined life is not worth living...” Self-examination, for the purposes of evaluation and improvement, is an essential ingredient of the human experience.   As teachers, we owe it to our students and to ourselves to be introspective and identify problems that impede our performance.   Academic assessment provides the framework for that effort.

              The old educational paradigm equated success with knowledge.   Today, however, we live in a society driven by technology that changes almost as rapidly as the seasons.   It is no longer enough to rely on knowledge alone; we must also recognize that students need skills in order to function in the global marketplace.   Education has to be responsive to both of these needs. Assessment helps us do just that, by allowing us to change as society changes.

NEW!

Please note the addition of a new link in the box to the left....Quick Links to GE Rubrics.    Students now have access to that window, so you may direct them here to find and download rubrics.

2017 - 2018 All-college Assessment Committee

Dr. Richard A. Leiby -- Director of Strategic Planning and Assessment
Dr. Lisa Dolling ----Provost
Dr. Dennis Dougherty---Dean, SGPS
Prof. Paulette Hutchinson--Dean, UC
Prof. Michael Willse---- Studio Art
Dr.  Akaterini Skokotas--Biology
Prof. Abbey Wexler--SGPS 
 
Toggle Collapse ARE YOU NEW TO ASSESSMENT at ROSEMONT?????

This basic primer is designed to teach newcomers about Rosemont's learning assessment efforts.    Updated 5/14/18 from previous Assessment 101 document to reflect new structures of student learning assessment.

(.docx, 19K)

A visual representation of Rosemont's General Education structure.

(.pdf, 159K)
Toggle Collapse GEN. ED. REPORTS--READ THIS EXAMPLE!
This is an example of a useful report.   Note that it fulfills all the requirements:  1.  It gives a brief outline of the types of assignments used to teach the rubric competencies, 2. It provides a quantitative analysis of rubric scores,  3. It provides a detailed analysis of the conclusions one can draw from the data, and  4. It "closes the loop" by posing ideas for changes to enhance student learning.
(.pdf, 194K)
Toggle Collapse GenEd Developing the Core rubrics
(.pdf, 159K)
(.doc, 52K)
Toggle Collapse Reporting Templates

Please use this template for reporting your GE assessment results.   Simply add the information to the Word file, save it under a new file name, then submit it to the Faculty GenEd coordinator in charge of that area. 

(.docx, 37K)

(Note: This form replaces the previous MAJOR AREA ASSESSMENT template and the previous Discipline Review Template).

Use this template to report on the assessment of student learning within your discipline's upper division courses.  The fields should expand to accommodate your typing.  If you have any difficulty with the form, please let me know.  

These forms will be compiled and reported as per faculty agreement and approved by faculty vote on Feb. 27, 2018.

Contact the director of assessment with any questions.

(.docx, 25K)

Use this template to create a visual representation of your major area assessment plan, charted against the courses that serve it. 

Type the assessment goal information in each appropriate field on the y-axis, then fill in your courses on the x-axis, denoting which courses assess which goals.

(.docx, 26K)
 This file is offered to you as an example of how assessment data can be accumulated, analyzed, and graphically presented.  It is actually in use by the Modern Languages Department and is sent to all part-time instructors for utilization in their assessment reports.   Thanks go to Prof. Tatiana Ripoll-Paez for sharing this!  
(.docx, 337K)
Toggle Collapse Assessment Protocols
If you are new to assessment, or simply want a refresher,  this article is MUST READING.
(.doc, 29K)

A handy guideline sheet on incorporating assessment goals and outcomes into courses

(.pdf, 50K)
This useful chart explains learning goals and outcomes using Bloom's taxonomy and levels of cognition.
(.pdf, 1678K)
Toggle Collapse General Education--Information and Guides
This file shows which General Education outcomes are most widely shared across AAC&U institutions.  One can compare our Gen Ed competency areas to those on this list to see how we "stack up" with the educational goals of other institutions.
 
(.pdf, 55K)
This file maps out our undergraduate majors and plots the General Education skills they assesses as part of the capstone experience.   Updated, 2015.
(.xlsx, 11K)
A graphic representation of Rosemont's General Education structure, as recently amended  by Curriculum Committee and general faculty approval. 
(.pdf, 159K)
Notes from the Provost's presentation on GenEd at the faculty meeting.
(.docx, 21K)
NEW--Here is the power point from the faculty presentation on the structure of GenEd assessment.
(.ppt, 35K)
Powerpoint slides from the Division Meeting, October 18, 2011
(.ppt, 431K)
From 2010--Contains hints on good practices for General Education assessment.
(.ppt, 98K)
Toggle Collapse Articles and Presentations

This power point presentation was given at a Faculty Professional Development lunch on February 10, 2016.    It describes Competency based Assessment and compares it to our present assessment scheme, postulating strengths and weaknesses of each.   

        FOR MORE INFORMATION ON CBE, PLEASE CONSULT THE ARTICLES POSTED BELOW IN THE "RESOURCES" SECTION.

(.pptx, 110K)
This article from NILOA (National Institutes for Learning Outcomes Assessment) explains what the new "Degree Qualifications Profile" entails, and what it might mean for assessment.   It offers a completely different way of looking outcomes assessment -- basing student learning against mastery of competencies rather than a "pass this course" approach.    
(.pdf, 1311K)
Linda Suskie, one of the most prominent names in assessment in recent years, created this power point presentation for the recent AICUP conference.   It contains a succinct explanation of the why's and what's and how's of assessment.  
(.ppt, 1353K)
This article, written by Professor Andrew Fort, summarizes the angst many of us may feel about assessment, and discusses what one person did to overcome that angst. 
(.mht, 763K)
There are no Handouts for this portlet.