State University of New York Institute of Technology
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Improvement Process


The Assessment Process

The process of learning assurance is multi-stage with included feedback loops. The general linear process is described as:

  • Review of School Mission/Determination of Learning Objectives for each Program
  • Development of Measurement Devices: Conceptual and Operational Definitions (e.g., Rubrics)
  • Determination of Completeness of Measurement*
  • Measurement
  • Compilation and Transformation of Measurements for Review
  • Review of Learning Measurements by Program
  • Determination of Actions to Enhance Learning by Objective and Program
  • Repeat Measurement Process and Review Measurements to Assess the Effectiveness of Learning Improvement Actions

*Measurement completeness refers to proportion of students in program, objectives, and programs

The critique and refinement of measurement devices is a dynamic process and all stages in the learning assurance process are influenced by information from inside and outside the committee including scholarly literature and feedback from faculties’ experiences. Faculty are the administrators of actual measurement and many faculty who conduct learning assurance measurement activities are not members of the Learning Assurance Committee. However, committee members and the committee chair are responsible for guiding those faculty who are measuring the program’s learning objectives and ensuring the measuring process is conducted correctly, completely, and in a timely manner.

Measurement is typically performed each semester by using a combination of course-embedded and standardized measures. Each program separately determines its learning assurance needs and this is revealed in distinct objectives and methods of measuring and tracking learning. A collective process is managed in the Learning Assurance Committee so that problems can be solved, information shared, and a schedule maintained.

Collected learning data is reviewed annually to identify trends or the effectiveness of learning assurance efforts in enhancing learning and to determine areas of greatest need in future learning assurance efforts. The result of this review is a determination on the part of each program’s learning representative regarding appropriate learning improvement actions to take in the next year. Those actions will be developed by the representative in consultation with faculty in his or her respective program and will be tracked by the Learning Assurance Committee.





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