Introduction SUMMARYThe 1996-97 Assessment Report indicates that departments, colleges, and schools are increasingly committed to using outcomes assessment as a tool for programmatic enhancement. The broad range of changes that have occurred since last year suggest that assessment of student learning is becoming a constructive part of curricular dialogue. It is clear in relation to assessment methodology that one size does not fit all, and that faculty involvement is essential to devising appropriate assessment techniques and plans that will be effective in measuring diverse, discipline-specific educational goals and objectives.The methods and techniques discussed in this document are presented to assist departments in their progression to implement comprehensive and meaningful assessment plans. Establishing useful communication links between departments and schools and colleges is an important step in ensuring that assessment initiatives become meaningful tools for academic improvement and student learning. Given the relative infancy of the assessment mandate and many of the departmental assessment initiatives, this document highlights current practices underway throughout campus. As assessment feedback and curricular changes are made available, this report will increasingly discuss how the feedback is being used by faculty and what kind of curricular changes have emerged. In subsequent annual reports these findings will be discussed in detail describing how assessment generated feedback are being used to enhance academic programs and to change assessment practices to be more efficient and effective. Student outcomes assessment is a major requirement for institutions seeking reaccreditation by the North Central Association of Schools and Colleges. UW-Madison is currently developing its self-study report for the evaluation visit by NCA in the 1998-99 academic year. This means that the next annual assessment report will be a critical component of this self-study and an important part of the reaccreditation visit.
|