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.

Monitoring Report

Discipline Assessment Reports 2022-23

Undergraduate College

These plans are obsolete and presented here only as a resource.

Archived GenEd Core rubrics

NOTE:  A general review of all General Education rubrics is underway (2015-16).   The rubrics listed here are to be used until such time as the faculty approves new or revised rubrics.  

Archived GenEd Developing the Core rubrics

Please note that reporting on the student learning rubrics governing the Divisional requirement (Social Sciences, Humanities, Natural Sciences) have been put on hiatus until further notice.   However, courses that fulfill division requirements MUST still use the ancillary general education rubric in their coursework and report their assessment results at the end of each semester. 

VALUE Rubrics

      The following are the finalized versions of the VALUE rubrics created under the aegis of the AAC&U.   Only the ones with direct relevance to Rosemont's General Education program are listed here.   You may benefit from reading other rubrics as well, such as the ones on "teamwork" or "integrative learning."    You can find all fifteen at

Reporting Templates

Use this template for your General Education reports. 

(.docx, 61K)

(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.

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)

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)

General Education and Rosemont--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)
A graphic representation of Rosemont's General Education structure, as recently amended  by Curriculum Committee and general faculty approval. 
This pyramid may need to be restructured once decisions are made regarding reshaping the General Education program (2019)
(.pdf, 159K)

This file is a visual representation of how the General Education skills are reassessed in the capstone projects within majors.   It has been updated to show recent curricular changes, but is still in under revision.

(.xlsx, 11K)

Informative Articles and Faculty Meeting 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.   


(.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)
The power point from the faculty presentation on the structure of GenEd assessment.
(.ppt, 35K)
Notes from the Provost's presentation on GenEd at the faculty meeting.
(.docx, 21K)
Powerpoint slides from the Division Meeting.
(.ppt, 431K)

Contains hints on good practices for General Education assessment.

(.ppt, 98K)
There are no Handouts for this set.