Institutional Effectiveness–Assessment Update

As you know, FPU has successfully completed the CPR step of its re-accreditation process. In relation to assessment, it was evident to the Visiting Team that teaching and learning is highly valued and diligently worked at within the academic and co-curricular units of the institution. The report of the WSCUC Visiting Team commends

v  “the significant steps FPU has taken in creating a culture of assessment, particularly in the use of tools for centralizing information and data analysis and encourages the institution to continue these good efforts as it moves forward to the EER,”

v  “FPU for including student learning and educational effectiveness in co-curricular units in their assessment activities.”

Wow! What are we doing to justify the Visiting Team’s commendations? Reflective of the Institutional Framework for Student Learning and the Academic Assessment Cycle, FPU has implemented an assessment protocol that uses a wide variety of direct and indirect assessments of student learning. We seek to ascertain what students know, what they can do with what they know, and what values, attitudes, and habits of mind they develop that affect their academic success and performance beyond the classroom. We have been so successful because of the dedication of faculty, administration, and staff in doing the necessary hard work. Kudos to all involved, and thank you so much! We could not have come this far without you!

Here are some stats and information you might find interesting about assessment for the AY2012-13:

  • 75% of programs participated in the TaskStream Learning Achievement Tools (LAT) system.
  • 342 courses, 751 sections, 360 faculty members, 8142 evaluations: These are the total available usages of the TaskStream LAT system; it is representative of all institutional levels (TUG, DC, GRAD) and all locations (Main Campus, 4 Regional Centers, and Online).
  • 74% of programs (44) currently have 2 or more courses being assessed in TaskStream LAT by signature assignment associated rubrics; 10% of programs (6) have all of their core courses being assessed; 30% (18) have five or more courses; and 35% (24) have between 1-4 courses.
  • Student achievement data from TaskStream LAT can be disaggregated by student, course, program, location, modality, gender, race, and STEM, depending on the need or specific request.
  • In the interest of transparency, annual USLO and PSLO data, and biennial Noel Levitz/HERI survey data, is available for public (campus) view on the Intranet>>Departments & Offices>>Institutional Effectiveness/Assessment.
  • 13 programs are using the TaskStream LAT exhibit room function for their current program review process.
  • Over 400 course sections are now in the IDEA database. A new coding system permits data disaggregation at the objective, instructor, course, program, discipline, school, and institutional levels.
  • There was a 33.7% response rate for the 2013 NSSE. This is nearly double any of our previous response rates. 

As we move into year two of our assessment implementation plan and protocol, we hope to accomplish four broad assessment goals. First, work with faculty to ensure that all courses identified as summative to an academic program are being assessed in TaskStream LAT not only for programmatic information, but also for maximum feed into the USLO data. This would mean near 100% participation in TaskStream LAT. Second, work with faculty to implement a process that closes the programmatic assessment loop, with data available in time for the EER. Third, work with faculty to appropriately assess General Education. And fourth, work with the co-curricular units—Division of Student Life, Office of Spiritual Formation, and Athletics—in developing PSLOs and assessments and using TaskStream’s Accountability Management System (AMS) to manage their assessment processes. That implementation should be completed this fall and producing data for the EER.

Thank you, Joanne Weiss