Appendix C. Framework for Preparing Program-Level Assessment Plans

Plan for Assessment of Student Learning Outcomes 2003-2004 Summary Report Prepared and Submitted By The Faculty Curriculum Group (FCG) February 2005 Plan for Assessment of Student Learning Outcomes 2003-2004 Summary Report February 2005 Introduction The 2003-2004 Report on the Plan for Assessment of Student Learning Outcomes is a summary of the annual assessment reports submitted by programs/disciplines that were involved in Phases I and II of the Plan for Assessment of Student Learning Outcomes. Phase I participants were involved from January 2002 to August 2003. They are now submitting assessment reports annually, and this summary report reflects the assessment efforts that evolved from work begun during the 2002-2003 academic year. Phase II participants began their assessment work in January 2003 and submitted their first annual assessment reports in September 2004. Phase II participants designed, implemented, and evaluated assessment activities at the course and program levels during the 2003-2004 academic year and their input to this report is the first of their ongoing assessment reports. Programs/disciplines submitted individual assessment reports to the FCG or to their respective Deans or Director. The FCG reviewed the assessment reports and identified patterns, trends, and issues evident in the reports. In response to the issues noted by the programs/disciplines, and those identified by the FCG, the FCG prepared a set of recommendations for consideration by Deans and Directors, programs/disciplines, and the Curriculum Development Team in the ADC. Appendix A provides a brief overview of the assessment activities of the Phase I and II programs/disciplines that submitted their 2004 annual assessment plan reports. Patterns Patterns are defined as examples of assessment approaches, findings, or reporting that appeared throughout the program/discipline final reports. The major patterns that appeared are as follows: Emphasis on Program-wide Outcomes. All programs/disciplines emphasized the development, articulation, and assessment of program-wide learning outcomes. The areas focused on integrating the College-wide learning outcomes into the program outcomes and ensuring that the learning outcomes were effectively articulated in course outlines. During their assessment activities, faculty identified overlaps and gaps in the implementation of the learning outcomes and related curriculum topics such as course sequencing. Examples of programs that addressed course sequencing can be found in the work of Interior Design, Justice Studies, and Bachelor of Applied Child Studies. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 1 Revising Course Outlines All programs and disciplines focused on revising course outlines so that the program/discipline, course, and College-wide learning outcomes were articulated clearly and consistently. In the process of standardizing course outlines, areas reviewed assignment instructions, performance expectations, and criteria to ensure that the information was clearly articulated and aligned with stated the learning outcomes. As some programs investigated and implemented blended learning, online services, and other technology-assisted delivery methods, they revisited and revised their program/discipline learning outcomes and assessment practices accordingly. Evaluation of Assessment Strategies The major emphasis of all programs/disciplines was on evaluating program/discipline assessment strategies. This was facilitated by programs/disciplines asking the following key questions:  What are the levels of complexity of the stated course and program learning outcomes?  Are the program and course assessment strategies aligned with the stated learning outcomes? That is, are the assessment practices appropriate for assessing the level of learning?  Are the learning outcomes being achieved and at what level of learning? Multiple Assessment Approaches A variety of assessment activities are being used across the College and within programs/disciplines to directly and indirectly assess student learning. Examples of direct assessment include student self- and peer-assessment, DFS and practicum employer input, embedded exam questions, and portfolio presentations. Indirect assessment approaches include surveys of current and past students, student satisfaction surveys, and results of student performance on accreditation/certification exams. The variety of assessment approaches occurring across the College is illustrated by the following examples drawn from Phase I and II submissions:  Production of a television commercial: Broadcasting,  Self-assessment (evaluation/rating): Journalism,  Self-reflection: Public Relations,  Graduation recital: Music Diploma,  Pre-course assessment quizzes: Geology,  Embedded assessment: Mathematics – Calculus. Some programs have taken a deliberate approach to embedding a variety of assessment practices across their programs. The programs reporting this approach include: Interior Design, Broadcasting, Journalism, Bachelor of Child Studies, Child and Youth Care Counsellor, Gerontology, Undergraduate Nursing Studies, and Mathematics. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 2 DFS/Clinical as an Integrated Assessment Tool Applied degree programs are using DFS experiences as a form of integrated assessment of student learning. Undergraduate Nursing uses the clinical experience as an opportunity to focus on students’ integration of knowledge and skills. The emphasis in DFS and clinical is on performance-based assessment techniques. Multiple approaches to gathering evidence of student learning in the DFS experience are being employed, such as self- and peer-assessment, supervisor and employee input, and professional accreditation standards. Programs with DFS courses are also using employers as a source of feedback on student performance. In addition, employers provide programs with feedback on the effectiveness of program curricula in equipping students with employment skills related to the field. Programs reporting use of applied experience such as DFS or practicum as a vehicle for integrated assessment include: Public Relations, Athletic Therapy, Nonprofit Studies, and Bachelor of Applied Child Studies. Using Assessment Findings to Refine Curriculum All programs/disciplines used assessment plan results to refine curriculum. Some examples of curriculum refinement that resulted from assessment findings include:  Identifying program, course, and unit pre-requisites: Geology, Interior Design  Re-sequencing of courses, and in some cases eliminating courses, to ensure alignment of learning in a progressive and sequential manner, to eliminate duplication and/or overlap, and to maintain relevant content: Interior Design, Bachelor of Applied Child Studies, Justice Studies  Refining and more clearly articulating course and program learning outcomes: Interior Design, Bachelor of Applied Administration – Accounting, Bachelor of Applied Child Studies, Child and Youth Care Counsellor, Gerontology, Justice Studies, Undergraduate Nursing Studies  Adjusting curriculum to meet external accreditation requirements: Interior Design, Athletic Therapy  Revising course content, learning activities, and assessment approaches to align with learning outcomes: Journalism, Athletic therapy, Bachelor of Applied Child Studies, Child and Youth Care Counsellor, Gerontology, Undergraduate Nursing Studies, Mathematics, Early Childhood Care and Education, and Bachelor of Applied Administration – Accounting  Using self- and peer-assessment results to inform curriculum changes: Journalism and Public Relations  Making links between learning outcomes and the program graduate profile: Music Diploma, and Child and Youth Care Counsellor Program FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 3 Trends Trends are defined as practices that were reported by several Phase I and II participants, but not a majority. Important trends were identified as follows: Monitoring Outcomes and Assessment Over Time Some programs are implementing strategies to monitor learning outcomes and assessment practices across curricula over time, using templates to record course changes and re-developments. Undergraduate Nursing Studies developed a onepage template that faculty complete annually for the Department Curriculum Committee who maintain records and publish matrices that articulate outcomes and assessment activities across the program This process makes it easier to systematically monitor and refine course curriculum and course outlines on an ongoing basis. Other programs using monitoring strategies include: Broadcasting, Journalism, Public Relations, Athletic Therapy, Geology, and Mathematics. Integrated Assessment Approach Involving All Faculty While many programs are not yet designing integrated assessment tools, they are considering the design of tools that 1) create consistency across courses and throughout the program, and 2) meet the standards of internal and external influences. A few programs have developed program specific assessment tools that integrate the assessment of program learning outcomes and involve all faculty in the assessment process. An example is the use of a Student Learning Portfolio and the applied clinical experience in Undergraduate Nursing. Another example is the Music Performance Graduating Recital course that is applied across the entire Music diploma program. The recital involves all faculty and selected jurists in the assessment, and assesses all program learning outcomes – principles that could be applied to all performers, jazz and classical, regardless of instruments/voice. Faculty Retreats Many programs/disciplines accessed Curriculum Renewal Professional Development Funds (see Appendix B) to hold faculty retreats focused on learning outcomes and assessment strategies while building a team environment. Twentyone applications for learning outcomes or assessment workshops were submitted and approved during the 2003-2004 academic year. This is an increase of five applications from the previous academic year. Issues Issues are defined as important concerns or questions specific to the programs/disciplines that were identified in the reports. The FCG’s review of assessment plans identified issues noted in the program/discipline assessment reports. These have been included along with issues that arose during FCG’s review process, and ensuing deliberations. Issues fell into three major categories: Assessment Focus, Factors Impacting Assessment, and Reporting. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 4 A. Assessment Focus Ongoing Assessment Within Courses Programs/disciplines need to shift from primarily conducting assessment of learning at the end of courses to conducting ongoing assessment of learning outcomes over the term of a course. This approach will allow for ongoing feedback to students and an opportunity to make course curriculum changes. Focus on Foundation Work Few programs/disciplines are directly assessing student performance on specific program learning outcomes. Programs/disciplines have done well in building the foundation (Appendices C and D) associated with learning outcomes and assessment plans such as creating assessment matrices and articulating and communicating program learning outcomes. Understandably, programs need time to establish program-learning outcomes, revise course outlines, and align learning outcomes with assessment and teaching practices. Now that many programs have completed this required foundation work, they are perhaps more ready to begin assessing student performance on specific program learning outcomes. Where assessment of program-level learning outcomes is occurring, the focus appears to be primarily on the applied component of learning outcomes, with limited emphasis on higher-order cognitive outcomes. Programs/disciplines may be approaching a stage in implementing the College’s assessment plan where they could complement the applied focus with attention to assessment of higher order thinking skills such as critical and creative thinking. Focus on Broad-spectrum Program Performance There needs to be a shift from assessing student performance in one course that may produce stellar results to assessment of student learning outcomes more broadly, across the program as a whole. B. Factors Impacting Assessment Time, Energy and Cost Time and energy seem to be the biggest barriers that programs/disciplines identified as impacting their ability to conduct meaningful, systematic and ongoing course and program assessment work. Lack of resources (limited full-time faculty), limited release time, and costs associated with assessment appears to impact decisions by programs/disciplines to engage in in-depth assessment of learning outcomes. Increased Workloads Faculty workload, limited full-time faculty complements (in smaller departments), and participation of faculty in other college-wide initiatives (blended learning, transition task teams, learning technology, etc) conspire to limit the amount of time faculty have to do effective and in-depth assessment work. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 5 Impact of External/Internal Forces Many programs/disciplines are reluctant to implement major assessment reviews or practices until information is forthcoming on the following: the future mandate of the College (University status), Provincial guidelines for Applied Degrees and Directed Field Studies, and the status of General Education and the work of the Program Definition Committee. Policies associated with these factors will impact the scope and depth of curriculum renewal and assessment practices of the College’s programs/disciplines. C. Reporting Approaches Taken in Annual Assessment Reporting Programs/disciplines use the assessment plan frameworks (Appendices C and D) and the annual assessment report document (Appendix E) as guides when preparing their annual assessment reports. However, it is difficult to draw conclusions about assessment activities across the campus and to summarize assessment activities due to different reporting practices including inconsistencies in format, depth of reporting, and inclusion or exclusion of artifacts. There also appears to be reporting differences between programs and disciplines. Programs tend to focus on program-wide approaches while disciplines primarily focus on specific course-related assessment practices. Reports may not tell about all of the assessment activities that areas are undertaking across programs and courses. Recommendations The FCG prepared the following recommendations in response to the trends, patterns, and issues noted above for consideration by Deans and Directors, programs/disciplines, and the Curriculum Development Team in the ADC. Regularly Review Program/Discipline Learning Outcomes Programs/disciplines need to develop a process to review program/discipline and course learning outcomes on an ongoing basis. Strategies to Assess Learning Outcomes Programs/disciplines need to begin shifting the focus from foundation work to developing and implementing plans to assess specific program learning outcomes. To support the initiative, FCG should begin to develop tools and disseminate information on assessing program/discipline learning outcomes. Examples include: sampling processes, capstone courses, and self- and peer-assessment. Further, FCG should collect artifacts of assessment work from across the College to share with faculty and to post on the Curriculum Renewal website. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 6 Manage the Scope of Program-level Assessment Programs/disciplines need to assess the resources available in and to their areas, and develop their annual assessment plan accordingly. Programs/disciplines may wish to select only one or two program outcomes or components yearly when developing and implementing the annual assessment plan. Most importantly, when developing and revising learning outcomes, programs/disciplines should keep the number of learning outcomes manageable. Programs/disciplines should consider applying for List B funding to support area assessment plan activities that focus on the assessment of program/discipline learning outcomes. Recognize Assessment Efforts FCG needs to investigate and develop strategies to recognize the assessment work that faculty are doing in their specific programs/disciplines. Submitting Annual Assessment Reports The Annual Assessment Reporting process (see appendix E) should be changed to read that the program/discipline annual assessment plan reports are submitted simultaneously to the FCG, program or department chairs, and the Dean or Director. It is also recommended that the FCG develop and post sample reports on the Curriculum renewal website for viewing by programs/disciplines. The FCG should investigate the value of designing the annual summary report so that it differentiates between assessment approaches taken by disciplines and programs. If enacted, the above recommendations will help ensure that the parties involved receive the reports in a timely manner, and that concerns about format, depth of reporting, and inclusion of artifacts could be addressed. In closing, the FCG (see Appendix F) commends programs and disciplines for their commitment to developing and implementing creative, rigorous, and well articulated assessment plans within their areas. Their efforts have established a bank of assessment strategies and experienced faculty for all College programs/disciplines to access when developing and revising assessment approaches. Respectfully submitted By The 2004-2005 Faculty Curriculum Group (FCG) FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 7 Appendices Appendix A. Assessment of Student Learning Focus of Phase I Participants for 2002-2003 and 2003-2004 Appendix B. Programs/Disciplines Accessing Curriculum Renewal Professional Development Funds During the 2003-2004 Academic Year Appendix C. Framework for Preparing Program-Level Assessment Plans Appendix D. Framework for Preparing Discipline-Level Assessment Plans Appendix E. Annual Assessment Report of Student Learning Outcomes Programs and Disciplines Appendix F. Faculty Curriculum Group (FCG) 2004-2005 Appendix G. Learning Outcomes at Mount Royal College FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 8 Appendix A Assessment of Student Learning Activities: Focus of 2003-2004 Participants Faculty/Centre/School Faculty of Arts Program/Discipline Bachelor of Applied Interior Design  Jacqualine McFarland Bachelor of Applied Administration – Accounting  Wayne Irvine Bachelor of Applied Nonprofit Studies  David Allwright Broadcasting Program  Irv Ratushniak  Gail Montgomery           Focus of Assessment Activities: 2003-2004 Major program review to prepare for FIDER Accreditation Creation of a model clarifying semester goals, primary goals of each course within semesters Development of a matrix showing how FIDER standards were to be satisfied in each Interior Design course, either through student outcomes or embedded in course instruction Revised assignments and lecture content; added and deleted program courses Identified and reviewed selected course outlines for clear articulation of course learning outcomes and links between learning outcomes and assessment techniques within the framework of a Bissett School of Business standard course outline format Reviewed integration of College-wide learning outcomes in Accounting courses Now have a consistent presentation of outcome assessments in course outlines Re-sequenced the order of Accounting and Computer Science courses Clarified timing of the DFS courses and the outcomes and deliverables in the DFS Bissett School of Business Centre for Communication Studies Journalism  Robert Bragg  Shauna SnowCapparelli Assessed four program learning outcomes: o Creative Thinking: production of a commercial o Communication: use of visuals, sound, and voice over to entice or convince an audience to buy/use a product or service in a 30-second commercial o Team Effectiveness: assessed how pairs of students worked together on shared and individual tasks o Computer Literacy: assessed how successful students were at using computer based editing to finish the commercial o Course now being treated as a capstone course  Assessed two program learning outcomes: o Communication: used self-assessment tools to help students analyze, reflect upon, and evaluate their performance, practice, and skill development as news reporters and news writers o Group Effectiveness: used peer-assessment tools to help students analyze, reflect upon, and evaluate the performance of their team mates in the production side of the Journal Results helped faculty refine the curriculum of the PBL-based course built around the production of a newspaper. Greater emphasis on reporter self-analysis and editor peer analysis. Found a rise in team efficiency, quality of the newspaper, and perception as journalists being self-reliant FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 9 Faculty/Centre/School Centre for Communication Studies (Cont’d) Program/Discipline Public Relations  Janice Robertson             Early Childhood Care and Education Program  Joanne Baxter  Focus of Assessment Activities: 2003-2004 Assessed the ability of students to set personal performance goals and objectives and to use employer feedback at set points during the DFS to assist them to monitor their progress towards meeting the goals. Reflective questions were revised from the Winter 2003 semester Results showed: o More students submitted their reports on time o Students displayed more in-depth reflection in their final reports Revised the way of assessing student performance of students in the Field Practicum class Used a practicum assessment website to capture assessment of student performance in a clinical or field setting Re-developed program learning outcomes and simplified them from 9 to 5 with relevant indicators Re-sequenced courses in the degree to reflect the core emphasis of each year Linked the evaluation of the DFSI and DFS II directly to the program outcomes Completed an assignment/assessment matrix for the program DFS I Prior Learning Assessment Review (PLAR) was revised to reflect the revised program learning outcomes Reviewed and revised the program learning outcomes from 8 to 3 with relevant indicators Collected data on content and assessment for all program courses and developed an assignment/assessment matrix for program and College-wide learning outcomes Program and College-wide learning outcomes articulated to connect and reinforce professional capabilities Reviewed outcomes with students after the third semester and found students more aware of their learning when they considered courses in terms of learning outcomes and that the learning outcomes continue to be relevant to their learning and their future profession or post-secondary education Assessment strategies in all courses will be linked to College-wide outcomes and course outlines will continue to link assessment strategies to program and course specific outcomes Developing an evaluation tool to determine the congruence of assessment strategies with stated outcomes in GERO 4405 Prepared and submitted a curriculum submission to collapse the Intervention Strategies course and the Conflict Resolution course into one offering Presented a draft curriculum plan with program outcomes to the PDC and Academic Council to demonstrate a possible template for consideration should the College’s mandate change to that of an undergraduate university Faculty of Health and Community Studies Athletic Therapy  Mark Lafave  Dexter Nelson Bachelor of Applied Child Studies  Scott McLean Child and Youth Care Counsellor Program  Scott McLean  Gerontology  Dianne McDermid Justice Studies  Doug King    FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 10 Faculty/Centre/School Faculty of Health and Community Studies (Cont’d) Program/Discipline Undergraduate Nursing Studies  Pam Nordstrom     Focus of Assessment Activities: 2003-2004 Focused on determining if the outcomes have been adequately assessed and at what levels the outcomes have been achieved across the curriculum Developed a systematic approach of using a template to monitor course assessment strategies and modifications made by faculty Applied an Undergraduate Nursing Meta Concepts matrix to articulate outcomes and content using a leveling system Began revising assignments so as to link assignments with expected learning outcomes and their levels Concentrated on the development of learning outcomes for jazz and classical, and in particular instruments/voice Applied the outcomes and criteria to the 2003-2004 Graduating recitals Worked on enhancing transferability of the program to other post-secondary music programs while establishing a base for a 4-year degree Focused on developing a submission for an Applied degree in Theatre Arts Conservatory Diploma Program in Music Performance  Sheldon Nadler          Faculty of Science and Technology Theatre Arts and Speech Programs  Doug Rathbun Geology  John Cox Mathematics  Roberta Lahaye  Pamini Thangarajah  Assessment quizzes were developed for use in each of the first class of GEOL 2203, 3311, 3341, and 3391 to determine student knowledge upon entering each course. The information was used to assist the instructor in determining ‘where to start’ with the course content Results provided students in advanced Geology courses with feedback regarding which curriculum topics from their previous courses needed to be refreshed to support success with the new course material Analyzed student performance on the Winter MATH 2249/2251 (Calculus) final exam using learning outcomes criteria established and applied during the Fall 2002 semester Learning outcomes assessed were: logical thinking and reasoning; problem-solving and analytical skills; and, ability to communicate, interpret, and apply course mathematics in problem solving Compared results to findings from a 2002-2003 assessment and found: same conclusions were reached. Found MTH 2201 students do better than MATH 2249 students on algebra skills; however, MATH 2251 students do not do significantly better than MATH 2249 students on word problems Results led to the decisions to: o Increase the length of time to complete the final exam by one hour o Assess if success in MATH 2249/2251 transfers to success in MATH 2253 FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 11 Appendix B Programs/Disciplines Accessing Curriculum Renewal Professional Development Funds During the 2003-2004 Academic Year Department/Program/Discipline Athletic Therapy Certificate Aviation Diploma Bachelor of Applied Child Studies (1) Bachelor of Applied Child Studies (2) Bachelor of Physical Education: University Transfer Bachelor of Applied Ecotourism and Outdoor Leadership Bachelor of Applied Information Systems and Business Bachelor of Applied Business and Entrepreneurship Bachelor of Applied Financial Services Bissett School of Business: Accounting Bissett School of Business: ADMN 1130 Bissett School of Business: ADMN 1161 Broadcasting Diploma Child and Youth Care Counselor (1) Child and Youth Care Counselor (2) Chemical, Biological and Environmental Sciences Computer Science: University Transfer Earth Sciences Early Childhood Care and Education (2) Early Childhood Care and Education (1) General Business Diploma Total Amount $500 $500 $500 $500 $500 $500 $350 $500 $500 $350 $350 $350 $350 $500 $500 $500 $350 $500 $500 $500 $500 $9600 FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 12 Appendix C Framework for Preparing Program-Level Assessment Plans The following framework provides a structure for the development of individual program assessment plans. Many other colleges and universities have used similar frameworks successfully in developing their assessment plans. This framework is intended as a guideline and may be adapted to accommodate the diversity of academic areas within the College. Framework A: Program-Level Assessment Plans (This framework works best for applied degree, diploma and certificate programs)   Describe the knowledge and abilities that graduates should possess - some areas refer to this as a profile of the graduate. Articulate intended program-level learning outcomes and indicate where they are assessed in the program curriculum (i.e. program outcomes may be mapped onto courses using a matrix). Identify where CWOs are incorporated and assessed in the program curriculum (i.e. CWOs may also be mapped onto courses). Identify assessment questions that are important to the program and make a plan for gathering data related to these questions. Describe methods the program will use to gather data/information about these questions. Describe methods that will be used to assess the extent to which students have achieved intended outcomes. Document the assessment findings and share them with relevant stakeholders. Articulate a plan for responding to assessment findings.       FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 13 Appendix D Framework for Preparing Discipline-Level Assessment Plans The following framework provides a structure for the development of individual discipline-level assessment plans. Many other colleges and universities have used similar frameworks successfully in developing their assessment plans. This framework is intended as a guideline and may be adapted to accommodate the diversity of academic areas within the College. Framework B: Discipline-Level Assessment Plans (This framework works best for disciplines, university transfer, and areas delivering service courses)       Articulate discipline-specific learning outcomes, where appropriate and feasible. Identify where course, discipline and/or CWOs are incorporated and assessed in the curriculum. Identify assessment questions that are important to the discipline and make a plan for gathering data related to these questions. Describe methods that will be used to gather data/information about these questions. Describe methods that will be used to assess the extent to which students have achieved intended outcomes. Document the assessment findings and share them with relevant stakeholders. Articulate a plan for responding to assessment findings. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 14 Appendix E Annual Assessment Report of Student Learning Outcomes Programs and Disciplines What is the purpose of the annual report? The annual assessment report 1) provides a summary of assessment activities that have occurred in a program or discipline in the preceding year, 2) describes the response to assessment findings, and 3) identifies areas of interest in terms of future assessment activities. What is reported? The program or discipline annual assessment report should report on the learning outcomes focused on in the assessment cycle, and/or what curriculum questions were investigated. The report should address the four questions noted below and outlined on the attached form:  What was assessed and what information was collected?  What conclusions were drawn?  What actions were taken and planned?  What are some potential areas of focus? The assessment framework for programs/disciplines can act as a guideline when preparing the report. It is provided in the Plan for Assessment of Student Learning Outcomes and is noted below:  Articulation of intended program or discipline learning outcomes,  Identification of the learning outcomes focused on in the assessment cycle, and/or curriculum questions that were investigated,  Description of the assessment strategies applied and how assessment data was collected,  Summary of results gathered in the assessment cycle,  Interpretation of assessment results,  Description of plans and timelines for responding to the assessment results,  Identification of potential areas of investigation in future assessment cycles. Program and discipline annual assessment reports may include information that supplements the four questions identified above, including appendices as needed. In the case of assessment activities that span more than one year, the annual assessment report can serve as a report on progress to date. Who Reports? Faculty within each of the College’s programs and disciplines prepare an annual assessment report for each program and discipline. What format does the annual assessment report take? Faculty members in the program or discipline can choose to answer the four questions above in a format appropriate to their discipline for example, essay, narrative, table, and statistics. Who receives the annual assessment report? The annual assessment report is submitted to the program or department chair, who submits it to the Dean or Director. It is also circulated to faculty colleagues within the program or discipline, and may be circulated to other relevant stakeholders as appropriate. The faculty members in the program or discipline, in collaboration with the program or department chair, and the Dean or FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 15 Director determine a process for sharing the annual assessment report and addressing the assessment findings with the relevant stakeholders. The Dean or Director prepares a summary report of assessment activities of the Faculty/School/Centre for submission to the Vice-President Academic and the Faculty Curriculum Group (FCG). The FCG will review and summarize assessment reports provided by the Deans and Directors in order to reflect assessment activities occurring across the College. When is the annual assessment report submitted by the program or discipline? The annual assessment report is submitted to the appropriate Dean or Director and the Curriculum Development Coordinator (ADC) by October 1, 2004. The reports from the Deans and Directors are submitted to the Vice-President Academic. The FCG prepares a summary College-wide assessment report for distribution to College constituents. What resources are available to support programs/disciplines in preparing an annual assessment report? The following resources are available to assist programs and disciplines in writing the annual assessment report:      The Curriculum Development Coordinator, ADC, Faculty representatives on the Faculty Curriculum Group (FCG), The assessment frameworks provided in the Plan for Assessment of Student Learning Outcomes, Sample tools and reports available from the Curriculum Development Coordinator, ADC. The Curriculum Renewal website: http://www.mtroyal.ca/cr Annual Assessment Report of Student Learning Outcomes Programs and Disciplines Program/Discipline: _____________________________________ Date: _____________ Submitted by: _________________________________________________________________ Using the assessment frameworks as guidelines, complete the following four questions to report on the learning outcomes and/or what curriculum questions were investigated in the program discipline in the assessment cycle. 1. What was assessed and what information was collected? 2. What conclusions were drawn? 3. As a result of the conclusions drawn, what curriculum and/or assessment issues would the program/discipline highlight for action? 4. What specific curriculum question or assessment activity will the program/discipline focus and report on over the next academic year? FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 16 Appendix F FCG Representatives 2004-2005 Faculty/Centre/School Arts Representative(s) Irene Naested Aubrey McPhail Shiraz Kurji Janice Robertson Lorna Smith JP Fournier Genevieve Currie Scott McLean Gerry Cross Barb McNicol Colleen Bradley Local 6428 5925 5063 6118 5532 7242 6904 6348 6148 6175 6232 Bissett School of Business Communication Studies Deans Council Conservatory Health & Community Studies Science & Technology Student Affairs & Campus Life Student’s Association Curriculum Development Coordinator Curriculum Development Consultant(s) Secretary Krista Murray Don Watts 6402 6494 Barb McNicol (Fall) Maureen Mitchell (Winter/Spring) Anne Johnson (ADC) 6175 6073 6042 FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 17 Appendix G Learning Outcomes at Mount Royal College Background / Context In 1997, Mount Royal College adopted an outcomes-based curriculum as a part of its curriculum renewal strategy. The Faculty Curriculum Group (FCG), comprised of faculty members from across the College, was established to spearhead the learning outcomes initiative. The six Mount Royal College learning outcomes were identified through a process of collaboration with College stakeholders. These outcomes are understood to be abilities that are important in preparing students to meet the requirements involved in current and future work, learning, and citizenship contexts. Since 1998, six Learning Outcome Teams composed of volunteer faculty members have been instrumental in describing the outcomes and their various components and in providing resources related to the learning outcomes to colleagues across the College. Intent The intent of this aspect of curriculum renewal at Mount Royal College is too deliberately, and in a sustained manner, put curricula in place that incorporates the College-wide Learning Outcomes (CWOs). By incorporating these outcomes into courses and by attending to relevant teaching/learning and assessment activities associated with them and those of the courses and programs, we believe that students will develop significantly in these ability areas. Incorporating College-wide Outcomes The approach to incorporating CWOs is intended to respect the diversity of curricula at Mount Royal College. The intent is that...  Each course taught at the College should focus on at least one College-wide Learning Outcome (Curriculum Renewal Strategic Plan, 2000). Focusing on one or more CWO in a course includes identifying the CWO(s), the teaching/learning activities, and the assessment approaches (e.g. assignments, exams) designed to support achievement of the outcome(s). Therefore, incorporating one or more outcomes into a course simply means that the course is making a contribution towards student development in that outcome area or areas. The course outline and instructor-student discussions are two key ways to help students understand how outcomes will be incorporated into courses.  FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 18  MRC faculty members have developed a variety of ways to incorporate CWOs into their courses. For example, some have highlighted course outcomes and then indicated where CWOs are addressed in those course outcomes (including relevant teaching/learning and assessment activities). Others have highlighted College-wide Learning Outcomes and indicated how those outcomes relate to the course subject matter. In addition, CWOs have been used as a framework for indicating broad areas of focus for teaching/learning and assessment in some multi-section courses or courses within the same level. The intent is that...  Applied degree and diploma programs would focus on each of the six outcomes in such a way that graduates have reasonable opportunities to become effective in each CWO, although not necessarily in all of the components identified for each outcome. Certificate programs (one-year curricula) would select CWOs that are most suitable for the goals of their program. Arts and Science areas (i.e., disciplines, university transfer) would select those outcomes that are most relevant to them by considering factors such as the expectations of the institutions receiving their learners, the needs of the College programs they serve, and the particular knowledge, skills, and abilities important to that discipline. Academic areas may identify or emphasize components of the six College-wide learning outcomes that are different from those listed in the description of the CWOs. The components in this description have been identified as ones that are important for that particular outcome; however, the goal is to incorporate CWOs as they "make sense" within the different academic areas.    NOTE: The MRC learning outcomes initiative includes an assessment component. For information about the assessment of student learning outcomes, see the Plan for Assessment of Student Learning Outcomes at Mount Royal College. FCG Assessment Plans/Annual Reports 2003-2004 Summary Report January 2005 19