BALA Plan 05 06

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General Comments About Preparing Your Assessment Report and Assessment Plan
Use correct degree names– “associate IN, not OF, etc.”

Don’t use the language of inferential statistics on population or “grab set” data. If you sample, describe sampling method used and
statistical tests performed.

Don’t use the term “Likert scale” unless you use Likert scales. Definition:

Likert scale
A rating scale measuring the strength of agreement towards a set of clear statements. Often administered in the form of a
questionnaire used to gauge attitudes or reactions. Example:
I found the software easy to use:
Strongly disagree (SD) Disagree (D) Agree (A) Strongly agree (SA)

You may use abbreviations/acronyms for programs in body of report, but not headings – use full names in report headings.

Don’t add statements in assessment plan that “IR office will ….” unless the IR office has committed to performing specific services
for your department.

Don’t use spaces to make columns. Use tables. Within tables, align content using tabs – not spaces. They will shift all over the page
when opened on another computer. If you need help in using tables in Microsoft Word, you can find help at
http://www.microsoft.com/office/previous/xp/columns/column13.asp

Font = 11 point Times New Roman. Do not add any bold or italics beyond what appears in the template.

Don’t use footnotes – these will be pasted into the body of a larger report. Any such annotations must be in body of report or will not
be included.

Be sure to number pages – bottom center in footer. They will appear on hard copy given to assessment committee, but deleted for
body of large report.

Use the templates provided. For the assessment report, repeat Questions 3, 4, and 5 (OSRHE steps 12, 13, and 14) for each
educational objective listed in the assessment plan for the program. So that we may have a consistent reporting format for all
departments, please follow the guidelines listed below.

 Use the table as provided in the template for your program outcomes/goals and resulting data. Please do not alter the format of
the table. Don’t worry about rows breaking across pages. We will finalize pagination as we prepare the full report.
 Within the table, please follow the following guidelines for formatting:
o Use only one measure per table row. If you report multiple measures use separate rows.
o Do not use tabs or spaces to align text in table.
o Center the number of students in the cell. Left justify all other text in table.
o All text in the data tables should be 9-point Times New Roman. No bold face, italics, or underlining should be used.
o Do not modify table format, including cell sizes, shading, or formats.
 Do not spell out “Rogers State University.” It will be spelled out at the beginning of the main report. Please use “RSU” in your
report.
 All paragraphs of text outside the table should be 11-point Times New Roman. Left justify all paragraphs. Allow paragraphs to
wrap naturally. Do not use hard returns and tabs/spaces to align text. If tabular data is provided within paragraphs of text, use
tables rather than attempting to align the rows and columns using tabs and spaces.
 Use the correct names for all degrees and programs, as stated in the current bulletin.
 Do not provide any student names or other identifying information.
 If data are unavailable for reporting, enter “not collected” in the appropriate cell. Do not report the reasons for the lack of data
within the table.
 The template has 1-inch margins on all sides. Do not alter those margins. Do not use headers or footers (other than page
number as described above), because there will be running headers and footers for the entire report.
 Report General Education outcomes using the template provided on the last page. If a course has multiple General Education
outcomes, list it in the table for each relevant outcome, followed by the measure(s) used for that outcome.

1
ASSESSMENT PLAN TEMPLATE

Rogers State University
Department of CFA
Bachelor of Arts, Liberals Arts
Academic Outcomes Assessment Plan
2005-2006

1. What assessment changes are planned as a result of your program’s previous assessment report findings?

1. The Rubric for evaluating capstone projects and portfolios should be emphasized to the students, and
included in the syllabi for both the Humanities Seminar and the Capstone Project/Portfolio course.
2. The CFA Liberal Arts Senior Capstone Committee (Capstone Committee) will meet before the fall
semester begins to determine what changes are necessary to the faculty mentor’s role, and how best to
utilize the faculty mentors.
3. The Capstone Committee will develop a comprehensive and detailed description of the Capstone
process, to be distributed to all CFA faculty at the initial department meeting of the academic year.
That description should include a full account of the faculty mentor’s role and responsibilities.
4. A new survey is needed to determine student satisfaction with the degree program. Capstone
Committee will develop such a survey in time to implement it in the 2005-06 academic year.
5. Several students noted that their reflective papers were the most interesting, educational, and
rewarding parts of the capstone process. Accordingly, assessing those reflective papers separately
(rather than as part of the overall portfolio) would provide a clearer picture of students’ overall
performance, and their accomplishment of particular educational objectives. The Capstone
Committee will meet to discuss how best to include the reflective paper in the assessment process.

2. What are the educational objectives for the program? What should students know and be able to do at the
completion of their study?

1. Students completing a baccalaureate degree in Liberal Arts will demonstrate by portfolio and by
capstone project mastery in their written and oral communication skills, as well as the ability to
think creatively and critically.
2. Graduates will have an understanding of the importance of a global society and an appreciation of
the diversity of perspectives on the human condition.
3. Students who complete the BALA and pursue graduate school will maintain at least the same
grade point average in their graduate study.

3. What measures will be used to evaluate student performance on the educational objectives of the program?

1. 1a. Written Communication Skills—Capstone Proposal
2. 1b. Oral Communication Skills—Capstone Presentation
3. 1c. Critical Thinking—Senior Reflective Essay
4. 2a. Global Appreciation and Perspective—Humanities II
5. 2b. Global Appreciation and Perspective—World Religions
6. 3. Maintain GPA in graduate school.

4. What are the performance standards for each of the measures to be used?

1. 1a. Written Communication Skills—Capstone Proposal: 75% will obtain an 80% or

2
ASSESSMENT PLAN TEMPLATE

higher. We (the CFA Liberal Arts Assessment Committee) want at least 3 of 4
graduates to be able to perform at an above average level.
2. 1b. Oral Communication Skills—Capstone Presentation: 75% will obtain an 80% or
higher. We want at least 3 of 4 graduates to be able to perform at an above average
level.
3. 1c. Critical Thinking—Senior Reflective Essay: 75% will obtain an 80% or higher.
We want at least 3 of 4 graduates to be able to perform at an above average level.
4. 2a. Global Appreciation and Perspective—Humanities II: 85% will obtain an 80% or
higher. Threshold previously achieved.
5. 2b. Global Appreciation and Perspective—World Religions: 75% will obtain an 80%
or higher. We want at least 3 of 4 graduates to be able to perform at an above average
level.
6. 3. Maintain GPA in graduate school: 70%

5. What sampling and data collection methods will be employed to measure student performance on the
educational objectives?

We are not sampling because the BALA is still small enough that every student will be assessed.

6. Who participated in the development of the assessment plan?

The CFA Liberal Arts Assessment Committee met on 25 May 2005 for too many hours to review last
year’s report and create this years plan. The committee is comprised of Chip Rogers, Guido Arze, Trish
Bugajski, Lori Butler, Bryce Brimer, and Greg Petersen. SEE AALA

7. How will the results of the assessment described in this plan be used to draw conclusions about student
learning and to improve student learning?

SEE AALA