DPD PAR Template Final 7 30 08 by 9riyk4BF

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									DIDACTIC PROGRAM IN DIETETICS
Instructions for Preparing the Program Assessment Report (PAR)1
2008 Eligibility Requirements and Accreditation Standards (ERAS)


As of March 1, 2009, the 2008 Eligibility Requirements and Accreditation Standards (ERAS) are in effect for all program documents. The following
guidelines have been developed based on the 2008 ERAS. It is fully acknowledged by CADE that programs submitting a PAR in 2009 through 2013
will be reporting assessment results that were based on, at least in part, assessment plans developed according to the 2002 ERAS, which were in
effect at the time of the program’s last site visit. These guidelines have been developed to assist you in reporting the results of assessment activities
based on the 2002 ERAS and to assist in the program’s transition to the 2008 ERAS, which will be the basis of the next self-study and site visit.

 If you are submitting a PAR before March 1, 2009, you have the choice of whether you will use these guidelines and templates or the 2002
  Guidelines for Program Directors Preparing a Program Assessment Report, on the CADE Web page (click on Apply/Maintain Accreditation tab
  and Accreditation Process 2002 ERAS). If you choose to use this template, please follow the instructions below.
 If you are submitting a PAR on or after March 1, 2009, you will prepare the PAR as follows:
           o Sections 1-5 of the PAR are prepared based on the program goals and assessment plans from the most recent self-study and site visit
               developed using the 2002 ERAS.
           o Section 6 is prepared using the results of Sections 1-5 and must address the additional and/or different requirements in the 2008
               ERAS. The preparation of the self-study in five years will then be based on the plans reported in the PAR for fully complying with the
               2008 ERAS. NOTE: See the CADE Policy & Procedure Handbook, Section 4.3 (www.eatright.org/cade) for changes that need to be
               approved by CADE prior to implementation.
 If you have revised your program based on the 2008 ERAS prior to submitting your PAR, you must still report assessment results for the entire
  five-year period since your self-study/site visit.

The Program Assessment Report (PAR) is due at the 5-year interval of the 10-year accreditation period. In the PAR, the program is required to
document that comprehensive evaluation of the program, including achievement of program goals, achievement of student learning and
curriculum review, has occurred regularly since the last self-study and site visit. Submission of the PAR to CADE with subsequent acceptance of
the PAR by the CADE board is a requirement for maintenance of the program’s accreditation status for the next five years.




1
    Before preparing the PAR document, please check for any updated/revised guidelines at the CADE website: www.eatright.org/cade
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                                           Format for Program Assessment Report (PAR)
   I. Introduction
  II. Assessment of Program Goals
 III. Assessment of Student Learning Outcomes
IV. Assessment of Program Curriculum
  V. Summary of Overall Program Assessment
VI. Program Management Plan
VII. Appendices
       1. Copy of Program Assessment Plan from last self-study and site visit
       2. Copy of Student Learning Outcomes Assessment Plan from last self-study and site visit
       3. Program Assessment Plans for Next Five Years
           A. Written plan for ongoing assessment of the program’s mission, goals and expected outcomes (see Criterion 1.4, 1.4.1 through
                1.4.6).
           B. Written plan for ongoing assessment that demonstrates the process by which students are regularly evaluated on their acquisition of
                the knowledge and abilities necessary to attain each learning outcome specified in Appendix A (see Criterion 2.4, 2.4.1 through
                2.4.4)
           C. Plan for ongoing, formal review of the DPD curriculum (see Criterion 2.6, 2.6.1 through 2.6.4).
       4. Pass Rate Improvement Plan (required only if program pass rate is less than 80% for first-time test takers over a five-year period)

 Additional Guidelines

 The PAR must describe:
     achievement of program goals based on the program’s assessment of outcome measures for the program goals (2002 ERAS and 2008 ERAS
       Criterion 1.4),
     achievement of student learning outcomes (2002 ERAS and 2008 ERAS Criterion 2.4), and
     on-going formal review of the program’s curriculum (2002 ERAS and 2008 ERAS Criterion 2.6).
 In response to requests from program directors, CADE is providing a template for use in preparing the PAR document. Please keep in mind the
 following points:
       The sections of the PAR are interrelated and, in some cases, dependent on information reported in previous sections.
       The PAR must be presented as a coherent, continuous document.
       All information on the forms is required: if you alter the forms, you must still include all required information.
       Forms have been developed using the Table function on MS Word. You can adjust the amount of space needed to report the required
        information, adding rows and pages as necessary.



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                                                       DIDACTIC PROGRAM
                                                Program Assessment Report (PAR) Form
                                                            I. Introduction
   This section of the PAR must provide a brief overview of the program, its history, environment and characteristics.
   This section requires a description of the changes that have occurred during the last five-year period in administrative support, financial support,
    learning resources, faculty, facilities and support services; and a description of how these changes have affected the program.
   Changes and the effects of changes reported in this section are to be included in Section V. Results of Program Assessment Process under
    Resources and in Section VI. Program Management Plan, as appropriate.


Name of Program                                                                              City                           State
Sponsoring
Institution/Organization
Name of Program                                                                              Year Program Director
Director                                                                                     was appointed
Year Program last
granted accreditation

Program Mission Statement:

Briefly describe the program, its history, environment and its characteristics:




Briefly describe any changes that occurred during the last 5 years in the sponsoring institution/organization related to the following resources:
Administrative support:


Financial support:


Learning Resources:



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Faculty:


Facilities:


Support Services:


For any changes listed above, please describe how these changes in resources have affected the Program:




List and briefly describe how internal constituents (such as administrators, faculty, students, graduates) have participated in the evaluation and
planning process:




List and briefly describe how external constituents (such as employers, practitioners, other program directors, faculty/staff from other disciplines)
have participated in the evaluation and planning process:




Additional Comments (optional):




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                                                      II. Assessment of Program Goals
 The data reported and analyzed is based on the assessment activities that occurred during the previous five years as identified in the Program
  Assessment Plan included in Appendix 1 of the PAR.
 For each program goal, results from the assessment process (Column 3) are to be compared with the target outcome measures from the Program
  Assessment Plan (Column 1). For each program goal, the comparison of actual results and target outcome measures must be used to determine
  whether the goal has been achieved or has not been achieved.
 Actions taken and strategies planned to maintain or improve goal achievement will be reported in Section V. Results of Program Assessment
  Process under Resources and in Section VI. Program Management Plan, as appropriate.

Program Goal:

1. Outcome measure(s) to assess achievement        2. Description of types of qualitative and          3. Summary of results of feedback and data
   of this goal (include target measure)              quantitative data collected to assess               collected over past five years
                                                      outcome measure including response rate
                                                      and when data was collected




Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.



Is the program achieving this goal?       Yes               No
If program is not achieving goal, explain the process used to identify factors that might have contributed to not achieving this goal.




Duplicate this page as needed for each program goal.
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                                                  III. Assessment of Student Learning Outcomes2,3
     Data should be aggregated, reported and analyzed based on the assessment activities that occurred during the previous five years as identified in
      the Student Learning Outcomes Assessment Plan included in Appendix 2 of the PAR.
     For Learning Outcomes, actual outcomes (results) from the assessment process are to be compared with the expected outcomes (from the Student
      Learning Outcomes Assessment Plan).
     For Learning Outcomes, the comparison of actual and expected outcomes should result in a determination of whether the competencies/learning
      outcomes are being achieved or not.

Use the following form to report results of assessment of Student Learning Outcomes if your plan was based on the 2002 ERAS:

Student Learning Outcome:


1. Assessment methods used and expected                    2. Description of types of qualitative and               3. Summary of feedback and data collected
   outcome                                                    quantitative data collected to assess                    over past five years
                                                              outcome, including response rate and when
                                                              data was collected




Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. Include all pertinent findings.



Is the program achieving this learning outcome?        Yes             No
If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this
outcome.




Duplicate this page as needed for each student learning outcome.

2
    For the 2002 ERAS, this section refers to Student Learning Outcome based on the Foundation Knowledge and Skills.
3
    For the 2008 ERAS, this section refers to Foundation Knowledge Learning Outcomes listed in Appendix A of the ERAS for Didactic Programs.
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                                                 IV. Assessment of Program Curriculum
   In this section of the PAR, the process by which the program’s curriculum is reviewed and revised is reported.
   Results of data collected and analyzed for assessment of program goals and assessment of student learning outcomes are expected to be
    incorporated into the process used for formal curriculum review.

List the constituents involved in formal review of the program curriculum.




Describe the schedule for formal review of the program curriculum.




Describe how the results of student learning and program outcomes assessment processes were used to determine strengths and areas for
improvement for the program curriculum.




List the strengths and areas for improvement for the program curriculum that were identified as a result of the formal review process.

                          Curriculum strengths                                                 Areas for curriculum improvement




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Describe changes that have been made to the curriculum as a result of the formal review process. For each change, indicate the rationale that was the
basis for making the change.

                       Curriculum Changes                                                                 Rationale




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                                            V. Summary of Overall Program Assessment
   This section of the PAR represents a summary of the findings reported in the previous four sections of the PAR.
   Using the data and analyses presented in Sections I – IV as evidence, identify program strengths and areas for program improvement relevant to
    the program components listed below.
   If there were no strengths or areas for program improvement identified, indicate ‘None identified’ for that component.

 Program
Components                            Program strengths                                        Areas for program improvement
Policies

Procedures

Curriculum



Faculty



Resources




Other




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                                                        VI. Program Management Plan4
     This section of the PAR reports on actions taken to maintain program strengths and address areas for improvement during the past 5 years and the
      plan for program management for the next five years until the self-study/site visit occurs.
     Management plans for the next 5 years must reflect strategies to maintain program strengths and to address areas needing improvement identified
      in the assessment process.
     For program goals and/or student learning outcomes not achieved, the Program must develop short-term and/or long-term strategies to promote
      achievement.
     If the Dietetic Registration Examination pass rate, as reported by CDR, is less than 80% for first-time test takers over a five-year period, the DPD
      will implement and monitor a plan of action that addresses program components (including policies, procedures, curriculum and methods of
      assessing student learning as they progress through the program) to improve graduate performance. Please complete the Pass Rate Improvement
      Plan Form and include in Appendix 4 of the PAR.

    1. List the actions taken during the past 5 years to improve program effectiveness and achievement of program outcomes and goals. For each
       action, indicate the rationale for the action.

                                  Actions Taken                                                              Rationale




4
    Management plans should be for five-year period.
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2. Short-term strategies planned to maintain or improve program effectiveness and achievement of program outcomes and goals. For each strategy,
   indicate the rationale.

                     Short-term Strategies                                                           Rationale




3. Long-term strategies planned to maintain or improve program effectiveness and achievement of program outcomes and goals. For each strategy,
indicate the rationale.

                     Long-term Strategies                                                            Rationale




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                                             Appendix 1 – Program Assessment Plan



                    (Program to insert Program Assessment Plan developed as part of the self-study/site visit five years ago
                                   that was used to direct assessment of program goals for the past 5 years.)




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                                 Appendix 2 – Student Learning Outcomes Assessment Plan




           (Program to insert Student Learning Outcomes Assessment Plan developed as part of the self-study/site visit five years ago
                              that was used to direct assessment of student learning outcomes for the past 5 years.)




DPD PAR Template July 30, 2008                                                                                              13
                                  Appendix 3 - Program Assessment Plans for Next Five Years
Five years following submission of the PAR, the program will prepare a self-study and undergo a site visit for continued accreditation. The self-study
will report assessment activities that have taken place since this PAR was submitted and will be based on the 2008 ERAS. Programs are required to
include the program assessment plans for the next five-year period in Appendix 3.

If the program has plans to change its mission or goals for the next five year-period, please indicate the new mission and goals below. If not, proceed
to Appendix 3A. (Note: Because the program mission drives the program goals, curriculum and processes and could impact the program’s
compliance with the ERAS, CADE considers a change in program mission to be a Major Change that must be reported to CADE for
approval prior to implementation. See the CADE Policy & Procedure Handbook, Section 4.3 at www.eatright.org/cade.)

New Program Mission



New Program Goal 1


New Program Goal 2


New Program Goal 3


New Program Goal 4




(Insert additional lines as needed)




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                                 Appendix 3A – Written Plan for Ongoing Program Assessment5
Below is a sample format to use for a written plan for ongoing program assessment.

Program Goal:

                                                                                                                      Who Will
                                                      Data Already           Groups              Assessment
    Outcome Measures6             Data Needed                                                                         Conduct               Timeline
                                                       Available             Assessed             Methods
                                                                                                                     Assessment




Insert rows as needed.

Duplicate this page as needed for additional program goals.


5
 See Criterion 1.4, 1.4.1 through 1.4.6 of the 2008 ERAS.
6
 Required program outcome measures have been expanded to include program completion and graduate application and acceptance to supervised
practice programs as well as outcome measures for those not applying to or accepted, in addition to the pass rate of first-time test takers over a five-
year period on the registration examination (see Criterion 1.3, 1.3.1 through 1.3.4).

DPD PAR Template July 30, 2008                                                                                                     15
                      Appendix 3B – Written Plan for Ongoing Assessment of DPD Learning Outcomes7
Below is a sample format to use for a new plan (Criterion 2.4) to assess the Foundation Knowledge Learning Outcomes specified in 2008 ERAS
Appendix A.

1: Scientific and Evidence Base of Practice: integration of scientific information and research into practice

List the 2 student               Assessment methods that       Course in which          Individuals responsible for   Timeline for collecting
learning outcomes                will be used and expected     assessment will occur    ensuring assessment occurs    formative and summative
(Appendix A)                     outcomes (Criterion 2.4.1)    (Criterion 2.4.2)        (Criterion 2.4.3)             data (Criterion 2.4.4)
Example:                         80% of students are able to   NUTR 251 Nutrition       Instructor                    Spring Semester
KR 1.1.a. Students are able      do a literature review of     Through the Life Cycle
to demonstrate how to            topic not covered in class
locate, interpret, evaluate      resulting in a paper and
and use professional             power point presentation
literature to make ethical       depicting and supporting
evidence-based practice          ethical evidence based
decisions.                       practice


2: Professional Practice Expectations: beliefs, values, attitudes and behaviors for the professional dietitian level of practice.

List the 5 student               Assessment methods that       Course in which          Individuals responsible for Timeline for collecting
learning outcomes                will be used and expected     assessment will occur    ensuring assessment occurs formative and summative
(Appendix A)                     outcomes (Criterion 2.4.1)    (Criterion 2.4.2)        (Criterion 2.4.3)           data (Criterion 2.4.4)




7
    See Criterion 2.4, 2.4.1 through 2.4. 4


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3: Clinical and Customer Services: development and delivery of information, products and services to individuals, groups and populations

List the 3 student         Assessment methods that      Course in which            Individuals responsible for Timeline for collecting
learning outcomes          will be used and expected    assessment will occur      ensuring assessment occurs formative and summative
(Appendix A)               outcomes (Criterion 2.4.1)   (Criterion 2.4.2)          (Criterion 2.4.3)           data (Criterion 2.4.4)




4: Practice Management and Use of Resources: strategic application of principles of management and systems in the provision of services
to individuals and organizations

List the 7 student         Assessment methods that      Course in which            Individuals responsible for Timeline for collecting
learning outcomes          will be used and expected    assessment will occur      ensuring assessment occurs formative and summative
(Appendix A)               outcomes (Criterion 2.4.1)   (Criterion 2.4.2)          (Criterion 2.4.3)           data (Criterion 2.4.4)




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                            Appendix 3C – Plan for Ongoing Formal Review of the DPD Curriculum8
The DPD is required to have ongoing, formal review of the curriculum.

Describe the process that
will be used to review the
DPD curriculum,
including course
objectives and content,
length and educational
methods.

What is the schedule for
curriculum review?

Who are the constituents
to be involved in
curriculum review?
How will information
about new knowledge and
technology impacting
dietetics practice be
obtained and integrated in
the DPD curriculum?
How will comparability
of educational
experiences and
consistency of learning
outcomes be assessed and
maintained?




8
    See Criterion 2.6, 2.6.1 through 2.6.4


DPD PAR Template July 30, 2008                                                                    18
                                                Appendix 4 – Pass Rate Improvement Plan
                         (Required only if program pass rate is less than 80% for first-time test takers over a five-year period)

The ERAS require that a program having a pass rate less than 80% for first-time test takers over a five-year period must implement and monitor a
plan of action for improving the pass rate (see Criterion 1.6.2.1). If the program’s pass rate is less than 80% for first-time test takers over a five-year
period at the time that a self-study or Program Assessment Report (PAR) is prepared, programs are required to report their Pass Rate Improvement
Plan using this form. The plan of action should include a comprehensive analysis of program components to determine the possible factor(s)
influencing the pass rate. Programs are encouraged to be proactive and develop a plan of action the first time the pass rate is less than 80% for first-
time test takers over a five-year period.

Part 1: Analysis of Program Components

1. Record your program’s 5-year pass rate, as reported by CDR, for first time test takers for each year since your last self-study or PAR.
Current year:                 Last                           3 years ago:                    4 years ago:                  5 years ago:
(20__)                    % year: (20__)                % (20__)                        % (20__)                     % (20__)                            %
2. Briefly describe the trend(s) in your program’s pass rate over the past five-year period.




3. Describe the methods the program has used to evaluate the program components in order to identify possible factors influencing the pass rate.
   Program Policies:

   Program Procedures:


   Program Curriculum:


   Program Assessment:


   Other Program Components (specify):


DPD PAR Template July 30, 2008                                                                                                       19
4. List all internal and external constituents involved in the evaluation of program components listed above.




5. Describe the results of the analysis of the evaluation described in number 3 and 4 above. Identify possible factors influencing your program
   having a rate less than 80% for first-time test takers over a five-year period.




DPD PAR Template July 30, 2008                                                                                                 20
Part 2: Pass Rate Improvement Plan
For each of the possible factors influencing your program having a pass rate less than 80% for first-time test takers over a five-year period, list
specific step(s) that will be taken to improve the pass rate. For each step, include a timeline and the method(s) that will be used to monitor and
evaluate the results of implementation.

What are the possible factor(s)    What steps will be taken for       When will this step be              How and when will this step be
influencing the pass rate?         improvement?                       implemented?                        monitored and evaluated?




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