Academic Assessment at Nazareth College is an ongoing, multi-layered process:

• Annually: Programs post regular (at least annual) reporting with updated assessment results for student outcomes in Google Sheets

• Two-year cycle: The Academic Assessment Committee (AAC) reviews the assessment of student learning, on a two-year rotation, providing written feedback to approximately 1/2 of academic programs every year. The Director of Academic Assessment will provide a response and support to each program annually.

• Program Review cycle: Every program engages in some form of self-study of program review according the cycle of prescribed by their accrediting body or according to the CAS 7-year cycle program review.

Student learning outcomes assessment (Google Sheets): Programs normally focus on assessing a small number of student learning outcomes in a given year. As assessment data are collected and analyzed, programs add reporting for the corresponding evidence in Google Sheets or the alternate reporting forms. Data reporting can be added at any time, but all units are asked to update their assessment results in Google Sheets or form at least annually by October 1.

Assessment reporting workbooks are shared with Program Assessment Liaisons via Google Drive.  If you do not have access to your reporting workbook, or if you need a workbook for a new program, please contact the Director of Academic Assessment.

Help keep us in the loop: If there has been a recent change in leadership in your unit (such as a new department chair, program director, or program assessment liaison), please notify the Academic Assessment Director so we may update the assessment reporting notification system.

What is the relationship between program review and annual assessment of student learning?

The self-study document written during the program review process describes the totality of the program’s goals, curriculum, and resources. To provide this comprehensive description, the self-study must include examination of the use of assessment of student learning over time. The self -study should analyze and describe how the department ensures that its curriculum and resources are contributing optimally to the achievement of the program’s stated learning outcomes

• Word document template for Program SLO assessment
• Example Program SLO assessment using above template
• This screencast illustrates how to copy and paste assessment information from the document template into your Google Sheets assessment workbook
• Accredited Program Reporting Form for programs that are externally accredited by a disciplinary accrediting agency 
• Narrative Reporting Form for programs presenting SLO Assessment cycle through narrative means
• Curriculum Map Template

Assessment 101 Workbook - a how-to guide on all aspects of academic program assessment planning and reporting

All about SLOs- Everything you would want to know about Student Learning Outcomes

• Cognitive Domain (for knowledge)
• Affective Domain (for values)
• Psychomotor Domain (for skills)

Frequently Asked Questions If your question is not addressed in our FAQ document, please contact your SLO coordinator to let us know.

Commonly used assessment terms are explained in the glossary.

• Middle States Website
• Middle States Standards for Accreditation and Requirements of Affiliation
• Timeline

• Calling an Audible: How the COVID-19 Crisis Helps Us Critically Reflect on Teaching & Learning Goals (5-13-20).

• Mixology 101 (9-13-19) Using Bloom’s Taxonomy to craft clear SLOs. Folder of digital handouts for the session include Bloom’s Knowledge Dimension, Cognitive Process Dimension, Affective Domain and a beginning list of websites of program SLOs at other institutions.

• Cookie and Beverage Pairing: Assessment with Refreshments (5-15-20)

• Recording of Assessment Workshop (2-17-17)  Assessment 101: Intro/Refresher Course in Program Assessment Basics

• Presentation from Assessment Workshops (5-13-15)
  A presentation on some of the assessment myths and nuts, bolts, processes and procedures

• Presentation from Assessment Workshop (1-31-14)
  A presentation on some of the fundamental elements of academic assessment at Nazareth University

• Assessment Basics
  A presentation on some of the fundamental elements of academic assessment at Nazareth University

• Developing and Defining Faculty Expectations for Discipline-Based Knowledge/Application
  A worksheet for faculty and staff to evaluate your expectations for student learning and knowledge in a given discipline.
• All About Rubrics
  Uses and benefits of rubrics in the academic assessment context.

• National Institute for Learning Outcomes Assessment
• Student Assessment of Their Learning Goals
  A tool to assist instructors in developing a framework for evaluating student assessment of learning.
• VALUE Rubrics (AAC&U)
  A link to the VALUE Rubrics generated by AAC&U, providing useful information for understanding student learning.
• National and International Projects on Accountability and Higher Education Outcomes
  A link to an assortment of news and information related to accreditation.

Below are Summary Reports of Assessment from previous years.

• Summary Report (2009-2010)
• Summary Report (2010-2011)