ࡱ> egd  bjbj99 =4[{_[{_ nn<D[$G]]]]888ZZZZZZZ$7^`bZ88888Z]]Z8.]]Z8ZSYptP|fU8~ZZ0[VOafOapYOaY888ZZ888[8888Oa888888888n y: OUTCOMES ASSESSMENT FOR CREDIT-BEARING CERTIFICATE PROGRAMS UNIVERSITY OF COLORADO DENVER Dr. Kenneth Wolf, Director of Assessment (kenneth.wolf@ucdenver.edu) Every credit-bearing certificate is expected to have an outcomes assessment system in place to document its effectiveness, with the assessment results and program improvement plans presented in an annual report to the Office of Assessment. A quality outcomes assessment system advances student learning and promotes effective teaching as well as provides accountability information for university accreditation. This document describes the contents for both the initial Certificate Assessment Plan as well as the annual Certificate Assessment Report due at the end of each academic year (or for CLAS at the end of December). An Assessment Plan includes the following: 1. A brief statement of the Educational Purpose for the certificate. 2. The Learning Outcomes for the certificate. If there are two certificates with the same focus then the learning outcomes for the undergraduate and graduate certificates must be different from each other (though the difference can be, for example, a single additional outcome for the graduate certificate). Note that for certificates a small number of outcomes (two or three) is an appropriate focus, and that the assessment of those outcomes can be based on the overall class performance for a specific assessment(s) and not on individual students (given how challenging it is to track individual students over time). Note that course grades are not appropriate for outcomes assessment purposes. 3. A Curriculum Map of learning experiences and learning outcomes indicating where students have a significant opportunity to learn the requisite knowledge and skills. Course 1Course 2Course 3Outcome 1X (Exam)XX (Exam)Outcome 2X (Research Paper)X (Project)Outcome 3X (Internship)*If known, add key Assessments to the curriculum map. Note that while indirect measures of learning (e.g., exit surveys) are valuable, they are not sufficient for outcomes assessment, which requires direct assessments of learning (e.g., exams, portfolios). Rubrics are encouraged but not required. An Assessment Report should include the Assessment Plan, along with the following: 4. Assessment Results of student performance for each learning outcome organized in either a matrix or narrative format. Note that the results should be based on a specific assessment(s) for a specific outcome(s). Course grades are not appropriate for outcomes assessment purposes. 5. Program modifications that will made based on the assessment results. Reports in future years should also include, if available, whether the program modifications made in previous years had the desired effects on student learning. 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PLucida GrandeC.,*{$ Calibri Light;^Wingdings?= .Cx Courier NewA$BCambria Math  h''#d> > !4   K#q?o2 Og ,Reply Kenny Wolf Wolf, Kennethp                    Oh+'0|   , 8 D P\dlt'Reply Kenny Wolf Normal.dotmWolf, Kenneth2Microsoft Office Word@F#@*v @I-|@I-|>  ՜.+,D՜.+,8 hp  ' CU-Denver  Reply Title 8@ _PID_HLINKS'A|B#!mailto:kenneth.wolf@ucdenver.edu  !"$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[]^_`abcfRoot Entry F=tP|hData 1Table#aWordDocument=4SummaryInformation(TDocumentSummaryInformation8\CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q