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Assessment at IUS:

• Background & History
• Roles & Responsibilities
• Resources & Support
• Academic Assessment Committee
• Assessment Survey Summary
• Faculty Work in Assessment

Academic Program Assessment:

• Introduction
• Assessment Handbook
• Annual Program Assessment Process
• Program Progress Reports
• Campus Assessment Results
• Assessment Grants
• Glossary

Classroom Assessment:

• Institute for Learning & Teaching Excellence (ILTE)

Assessment Survey Summary

Over the last several years, the IU Southeast Academic Assessment Committee has been involved in creating and maintaining a formal assessment program on campus. During this time, faculty have been intensely involved in designing and implementing processes to assess student learning within their academic programs. Based on information gathered by the committee, it is safe to say that a solid footing has been established and that virtually all programs have credible assessment agendas. Because of all this, the committee felt that the time was right to ask the faculty's views of our progress in assessment thus far.

In April 2005, a web-based survey (click to download a copy of the survey questions) was sent to all full-time IU Southeast faculty. The survey's objectives were to:

1. Ascertain the faculty's knowledge of assessment, and
2. Evaluate the job we are doing in assessment.

There were 85 responses to the survey. A summary of the findings is as follows:

• Except for the term "Value-added approach to assessment" (42%), the majority of faculty (64% - 91%) felt that they were familiar or very familiar with all assessment terms they were asked about.
• The majority of faculty felt that they were strongly or very strongly involved in assessment within their program (89%) and school (72%), but not at the campus level (36%).
• The majority of faculty were satisfied or very satisfied with the performance of each of the various offices, committees, and individuals that have a role in program assessment (54% - 79%) - although a minority of faculty fully understood the role of each of these participants (11% - 33%).
• The vast majority of faculty agreed or strongly agreed that:
  • Assessment is important to the improvement of student learning (91%)
  • Their program has progressed in developing an effective program assessment plan (95%)
  • Their program routinely uses data as the basis to make changes to improve student learning (86%)

Based upon survey results, the Academic Assessment Committee will address the following issues:

1. Create a document that describes program assessment: its purpose, place, terms, process, etc. 
2. Clearly define the roles of the various units involved in program assessment.
3. Develop a program to encourage and recognize faculty engaged in scholarly and creative work related to assessment.
4. Develop program assessment training for faculty and program coordinators
5. Implement program assessment process improvements that program coordinators would find helpful.