Assessment – full text block

​​​​Overview of Assessment at Stanton University

Assessment at Stanton University reflects our dedication to academic excellence and continuous improvement, with a focus on understanding and enriching the student learning experience.

Our assessment processes are designed to:

• Define and communicate clear student learning outcomes;
• Collect and analyze data on student learning;
• Promote thoughtful adjustments to curriculum and teaching practices;
• Encourage the sharing of student learning insights and effective methods across departments, programs, and colleges; and
• Satisfy the requirements of WASC and other accrediting bodies.

Faculty and staff across academic and co-curricular units lead the assessment efforts, supported by an assessment leadership team and the Assessment Advisory Board. This site offers resources and guidance for faculty, staff, and administrators in planning and executing annual assessments of student learning.

Learning Outcomes                                        

For assistance with developing or revising program learning outcomes, or to review current learning outcomes for undergraduate and graduate programs as well as co-curricular divisions, please visit the Learning Outcomes section.

Assessment Reports

For details on how to prepare and submit assessment reports, or to access previous reports, please visit the Assessment Reports section.

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Tab One: Learning Outcomes:

Clearly articulating learning outcomes for each of our academic programs is essential to assessing student learning at Stanton University. Well-defined learning outcomes provide a framework for our programs to deliver and evaluate high-quality educational experiences. These outcomes also align with Stanton University’s core educational goals, reinforcing our commitment to fostering student learning and success across all programs.

Current program learning outcomes are published in the Academic Catalog:

Create links for the following: I have attached the outcomes in the email:

1. Bachelors of Business Administration
2. Masters of Business Administration

Creating Outcomes Tab:

Creating Student Learning Outcomes at Stanton University

Developing Learning Outcomes for Academic Programs

The first step in conducting effective assessment of student learning at Stanton University is for faculty to establish a shared understanding of the knowledge and skills that graduates should possess upon completing their program of study. This process begins with the creation of program learning outcomes.

What are program learning outcomes?

Program learning outcomes provide a broad overview of the learning expected to occur throughout the curriculum. They consist of concise, specific, and measurable statements describing the knowledge and skills that students will acquire upon successful completion of a program.

How are learning outcomes different from learning goals?

Though often used interchangeably, learning outcomes and learning goals have distinct differences. Learning goals describe what an instructor or program intends to achieve, such as “The curriculum will introduce students to major research methods.” Learning outcomes, however, focus on the student’s abilities, stating in observable and measurable terms what students can do upon completing a course or program. For example, “Upon completion of this program, students will be able to differentiate between various research methods and assess their strengths and limitations.” The emphasis is on the student’s learning, not the instructor’s teaching.

Generating Learning Outcomes

The creation of learning outcomes should be a reflective, collaborative process, ideally involving faculty, alumni, and students. Faculty members are the experts in their discipline and are best positioned to define the knowledge and skills expected from their students. Consider these steps when developing learning outcomes:

1. Reflect with other faculty (and, if possible, alumni and students) on the question: What should graduates be able to do with a degree in your discipline?
2. Consult discipline-specific resources, such as association guidelines or departmental materials. Align learning outcomes with the expectations set forth by Stanton University’s mission and vision.
3. Draft outcomes using student-centered language, starting each with “Students will be able to…” and using observable, measurable action verbs.
4. Group similar outcomes to streamline and focus the list.
5. Share drafts with stakeholders to ensure clarity and relevance, including advisors, potential students, and employers.
6. Periodically review and revise outcomes to align with curricular updates and ensure they adhere to the standards of quality outlined below.

Evaluating Learning Outcomes

When developing or revising learning outcomes, consider the following characteristics:

– Learning outcomes should be student-centered, focusing on what students can demonstrate, not on what the curriculum aims to teach.

– Outcomes should cover the essential knowledge and skills expected from the program, usually at the culmination of a student’s course of study.

– Each outcome should be brief (typically one sentence), using concrete, measurable action verbs to describe student learning.

– Programs should aim to have between 4 and 7 learning outcomes, though no more than 10 is recommended.

– Learning outcomes must distinguish programs from one another. For example, a BA and a BS in the same field should have unique learning outcomes that reflect the differences between the programs.

Additional Benefits of Program Learning Outcomes

Beyond guiding assessments, learning outcomes serve multiple purposes:

– They help programs intentionally design their curricula by identifying overlap or gaps in courses.

– They communicate clear expectations to students about the knowledge and skills they are expected to master.

– They help students articulate the competencies they have developed through their studies.

– They provide employers with insights into the qualifications of Stanton University graduates.

For assistance in developing or revising learning outcomes, faculty members can consult with Stanton University’s assessment leadership team or refer to available checklists and resources.

Mapping Student Learning Outcomes:

Mapping Student Learning Outcomes at Stanton University

After establishing or confirming the appropriate learning outcomes for a program, the next step is to map these outcomes onto the curriculum. Mapping, or “charting,” allows departments to determine where each learning outcome is addressed within the courses offered. This process is crucial for identifying where learning outcomes are introduced, reinforced, and mastered, ensuring that students have sufficient opportunities to develop the knowledge and skills necessary for success.

At Stanton University, the curriculum map consists of a table where one axis lists the program’s learning outcomes, and the other lists the courses within the major.

Example Curriculum Map:

In this grid, departments can clearly see which outcomes are being addressed in which courses and at what level (introduced, reinforced, or mastered). For instance, Outcome A is introduced in Course 1, reinforced in Course 3, and mastered in Courses 4 and 5.

This mapping process can reveal gaps (e.g., Outcome E is not addressed in any course) and redundancies (e.g., Course 2 does not address any critical outcomes). Such insights help departments adjust the curriculum to ensure that all outcomes are adequately covered.

Additionally, mapping outcomes provides an opportunity to indicate the degree of emphasis placed on each outcome within a course. Terms such as “Introduced (I),” “Reinforced (R),” and “Mastered (M)” can be used to differentiate the stages of learning, and descriptors such as “low,” “medium,” and “high” can offer further clarity on the depth of focus for each outcome.

Further Use of Curriculum Maps

At Stanton University, curriculum maps also aid in determining the best points within a program to assess student learning outcomes. For instance, a department might choose to assess Outcome A both early in the program (in Course 1) and near the end (in Course 4) to evaluate how well students have developed the knowledge and skills associated with the outcome. Alternatively, the department may decide to assess multiple outcomes at the program’s culmination to gauge overall student mastery before graduation.

By using curriculum mapping, Stanton University ensures that academic programs are systematically aligned with desired learning outcomes, giving students a clear path to achieving the knowledge and skills needed for success in their field.

3. Below is the curriculum mapping for the Master of Business Administration
4. Below is the curriculum mapping for the Master of Information Systems
5. Below is the curriculum mapping for the Bachelors of Information Systems

Annual Assessment Process at Stanton University

Stanton University Assessment Standards

Each academic and co-curricular program at Stanton University is required to complete an annual assessment project. At least every other year, the project must involve a Direct Assessment of Student Learning. In alternate years, programs have the option to conduct an Alternate Assessment Project. Both types are described in detail below.

Type 1: Direct Assessment of Student Learning Outcomes

For this type of project, programs assess at least one of their established student learning outcomes using a direct assessment method. Multiple learning outcomes can be assessed in a single year. Over a 10-year cycle, programs are expected to assess all of their student learning outcomes. The basic steps for this type of project include:

1. Reflecting on the results and recommendations from previous assessment projects and any actions taken in response.
2. Selecting at least one student learning outcome as the focus of assessment.
3. Collecting evidence of students’ achievement related to the selected learning outcome(s).
4. Analyzing and interpreting the collected data.
5. Reporting the results of the assessment.
6. Recommending actions based on the assessment findings.

Each program, department, or division at Stanton University will define its specific process and timeline for conducting these assessments.

Type 2: Alternate Assessment Project

The purpose of an alternate assessment project is either to request additional time for follow-up or implementation of changes from a previous assessment project, or to investigate a significant area related to student learning that may not be easily measured by directly assessing learning outcomes.

Examples of potential alternate assessment projects include:

• Follow-up on previous assessment projects focused on student learning outcomes.
• Extending a previous project on student learning outcomes.
• Conducting a needs assessment.
• Developing a curriculum or course project.
• Other special projects as determined by the program or department.

Please note that alternate projects may require approval from the respective college or division. Contact your department or college leadership to determine the process for submitting an alternate project for approval.

By following these assessment processes, Stanton University ensures ongoing improvement in academic quality and student success.

Assessment Planning and Methods at Stanton University

Assessment Plan

• An assessment plan serves as a comprehensive guide that outlines all key elements of an assessment project. It brings together each step of the process, ensuring alignment with the specific context in which the assessment is being conducted. This plan provides a clear roadmap from start to finish, keeping the focus on evaluating student learning and program effectiveness.

6. Below is the assessment plan for the Master of Business Administration
7. Below is the assessment plan for the Master of Information Systems
8. Below is the assessment plan for the Bachelors of Information Systems

Methodology (Lets make this a link)

• Similar to research, selecting an assessment methodology begins with identifying the key questions you want to answer. The choice of methodology will depend on various factors, including the nature of the learning outcomes being assessed, available resources, and the type of evidence needed to demonstrate student achievement.

Presenting Results at Stanton University

Assessment results provide a summary of the statistical and analytical data collected to evaluate how well students have achieved specific learning outcomes. These results reflect how successful students are in meeting the goals and outcomes set by instructors, programs, and Stanton University. As results offer a concise explanation of the data, detailed individual scores or raw data should be placed in appendices, unless they are used to illustrate key points. All relevant findings should be included and thoroughly discussed in the results section to support conclusions drawn from the data.

When presenting results in assessment reports, it is essential to use a format that communicates the findings clearly and effectively to a wide range of audiences. Careful consideration should be given to how data is presented to ensure it is both accessible and meaningful for stakeholders involved in continuous improvement efforts.

Tables & Figures at Stanton University

Tables and figures, including graphs, images, and diagrams, are valuable tools for reinforcing key findings in assessment reports. These visuals are used to highlight the most important results and provide clear, accessible representations of the data. When incorporating tables and figures, always refer to them within the text and guide readers on what specific information they should focus on.

Tables are particularly useful for presenting exact values and summarizing complex results, offering a structured analysis of the findings.

Figures, such as bar graphs, line graphs, pie charts, and illustrations, serve as visual representations of data, helping to compare trends and relationships effectively. Using tables and figures can simplify how findings are communicated, making the results more understandable for a broad audience.

Here is an example of a curriculum mapping chart that tracks the Program Learning Outcome (PLO) for “Critical Thinking” in the Business Administration program. The chart shows how this PLO is introduced in the “Intro to Management” course, practiced in the “Intermediate Strategy” course, and finally reinforced in the “Capstone Project.” This visualization helps illustrate the progression of learning, ensuring that critical thinking is systematically developed and mastered as students move through the program.

Analysis and Interpretation

• Assessment results consist of summarized statistical and analytical data used to evaluate how well students have met specific learning outcomes. These results measure the success of students in achieving goals set by instructors, programs, and Stanton University as a whole. When presenting assessment results, choose a format that communicates findings clearly to diverse audiences, ensuring that data is both accessible and actionable for continuous improvement efforts.

Student Demographics:

II. STUDENT DEMOGRAPHICS

More than a half of the student body is comprised with diversity ever since 2017 with the increase in student population from other regions of the world such as Turkey, Nigeria, and Asia.

Our Garden Grove main campus is located in a community with a strong diversity presence, and the Los Angeles Learning Site is located in the heart of Korea town.

Stanton University strives to expand cultural and educational interchange. The recent partnerships with academic institutions in Asia will allow dynamic interaction with foreign scholars and student. The University continuously seek to build cooperative educational systems with other international institutions.

Table 1.1 Student Demographics

WASC Annual Report Year 2022

12-month Undergraduates Enrollment (Not including LOA Students) – 2022 (Fall Term Full-Time Equivalent (FTE) Undergraduates Enrollment)

12-month Graduates Enrollment (Not including LOA Students) – 2022 (Fall Term Full-Time Equivalent (FTE) Graduates Enrollment)

The data represents the 12-month Undergraduates Enrollment for the 2022 fall term full-time equivalent (FTE) Undergraduates Enrollment at Stanton University. The data is organized by ethnicity and gender, showing the number of male and female students in each category.

Stanton University has a total of 143 full-time equivalent undergraduates, with the same number of female students (71) compared to male students (72). When analyzing the racial and ethnic makeup of the student body, it is evident that the majority of students are either white, non-Hispanic or Asian.

As for graduate full-time enrollment in fall of 2022 the data represents the 12-month graduate student enrollment for the fall term of 2022 at Stanton University. The total number of graduate students enrolled at the university is 113, with a slightly higher number of women (61) than men (52). Overall, the data provides a snapshot of the graduate student population at Stanton University in the fall of 2022. It is important to note that while this data provides a valuable starting point, further analysis would be necessary to gain a deeper understanding of the enrollment trends and demographics at the university.

Table 1.2 Student Nationalities as of Fall 2022

                                           Table 1.4 Age Analysis for 2022 – 2023

Summary of Data Results

Period Covered: Jan 01, 2022 – Dec 31, 2023

• All the students are full time students and there are only a few part time students during the 2022-2023 academic school year.
• The median age group of the students is between 22-29 years for the 2022-2023 academic school year with a (50%).
• Seventy-three percent (74%) of the students are Asian or Pacific Islander in the undergraduate programs, twenty-two percent (19%) of the students are White, non-Hispanic, and three-percent (6%) are Black, non-Hispanic.
• Forty-four percent (22%)of the students are Asian or Pacific Islander in the graduate program, thirty-eight percent (15%) are White, non-Hispanic, thirteen percent (1%) are Black, non-Hispanic, and five percent (1%) are Hispanic.

Stanton University students represent more than 16 different countries and create a culturally diverse learning environment. Through 2022-2023 school year, there was an increase in diversity of students especially an increase enrollment to Stanton University. Male to female gender ratio of student body is 4:5, and most prominent age group is 22 to 29 years-old.  All the students in Bachelor and Master of Business Administration program hold at least a bachelor degree from a university in the U.S or a foreign country.

Assessment Timeline:

Annual Assessment Timeline at Stanton University (10-Week Cycle)

Fall Quarter – Summer Quarter

Throughout the academic year, plan and complete the annual assessment project across Fall, Winter, Spring, and Summer quarters.

– October 1: Assessment reports for all programs are due to the Office of Academic Assessment.

– December 1:Assessment reports for all colleges are due to the Office of Academic Assessment.

Each department, college, or division may have its own timeline and additional requirements, such as submitting an assessment plan to the college. Be sure to consult with your specific department or division for any unique deadlines or additional steps related to the submission of your final assessment reports.

Assessment Reports:

Annual Assessment Reporting at Stanton University

Annual assessment reporting ensures that Stanton University meets WASC Senior College and University Commission (WSCUC) expectations by evaluating the effectiveness of our educational programs and support services for student learning. These reports promote continuous improvement and ensure that assessment results are applied meaningfully throughout the university.

Annual assessment reports are submitted at two levels:

1. Academic Programs and Co-Curricular Divisions: Each program or division submits an annual assessment report detailing the execution and results of their assessment project.
2. Colleges/Schools: Each college or school submits an assessment report summarizing the results from their programs, including proposed recommendations and resource requests. This report also highlights assessment trends, successful practices to continue, and areas for improvement across program-level assessments.

Templates and Resources

– Assessment Report Templates:

   – Program Assessment Report Template

   – Alternate Assessment Project Template

   – College/School/Division Assessment Template

– Other Helpful Documents:

   – Assessment Report Checklist

   – Assessment Report Rubric

Accessing Assessment Reports

Advisory Board members and authorized users can view assessment reports by program. To request access, email [Stanton University’s Assessment Office]. Advisory Board members may refer to this Assessment Page for instructions on how to create and upload assessment reports to the university’s repository.

Assessment Leadership:

Assessment Leadership at Stanton University

Program Chairs Advisory Board

**Link to the program chairs**

The Assessment Program Chairs Advisory Board at Stanton University is comprised of program chairs and representatives from various academic and co-curricular units across the university. The board is responsible for overseeing and guiding program-level assessments of student learning in both curricular and co-curricular areas.

Assessment Support

Assessment support at Stanton University aligns with the university’s mission to provide exceptional instruction and create the best possible learning opportunities for all students. The Office of Academic Assessment is dedicated to assisting faculty and staff in achieving these goals through comprehensive assessment practices.

Additional Resources

Accreditation

WASC Accreditation Page

Accreditation by a recognized regional accrediting body, such as WASC Senior College and University Commission (WSCUC), is essential for colleges and universities to qualify for federal financial aid for their students. Stanton University maintains this accreditation to ensure compliance with federal standards and to provide financial aid opportunities.

Non-Traditional Assessment Models

When faculty and staff seek assistance from the Office of Academic Assessment in planning their annual assessment projects, we typically recommend traditional strategies. However, we understand that these approaches may not always suit every program. In such cases, adopting a non-traditional or alternative assessment model may be more appropriate to meet the unique needs of a program or course. The Office is available to support the exploration of these alternative methods.

Sample References:

https://offices.depaul.edu/center-teaching-learning/assessment/Pages/default.aspx