Dr. Timothy S. BrophyDirector of Institutional AssessmentUniversity of Florida

WRITING CERTIFICATE

ASSESSMENT PLANS

Describe and explain SACS accreditation expectations for academic program assessment

Describe and explain the sections of the Certificate Assessment Plan

Answer questions

TODAY’S GOALS

SACS-COC = the Southern Association of Colleges and Schools’ Commission on Colleges

SACS is the Federally-approved accrediting body for southern region of the US

SACS develops policies and standards that operationalize Federal Regulations

Federal Student Aid is tied to our reaffirmation – without accreditation we lose this important funding source

WHY IS IT IMPORTANT TO BE ACCREDITED?

Selected Student Financial Aid Data for University of Florida Undergraduate Students for the

Three Most Recently Available YearsAcademic Year

2008-09 2009-10 2010-11All undergraduate students

Pell Grants $ 30,894,352

$ 41,996,944

$ 46,733,613

Federal Loans $ 60,969,318

$ 59,795,534

$ 59,470,923

Full-time, first-time degree/certificate-seeking undergraduate students

Federal Grants $ 6,512,300

$ 10,400,395

$ 11,826,734

Pell Grants $ 5,471,084

$ 8,097,580

$ 9,014,885

Other Federal Grants

$ 1,041,216

$ 2,302,815

$ 2,811,849

Federal Loans $ 6,651,786

$ 7,457,421

$ 7,362,376

Source: IPEDS Student Financial Aid Component

$106,204,536

SCOPE OF THE SACS PRINCIPLES

12 Core Requirement

s

35 subcompone

nts

14 Comprehensi

ve Standards

73 subcompone

nts

9 Federal Requirement

s

3.3.1 - The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness)

3.3.1.1 educational programs, to include student learning outcomes

SACS STANDARD 3.3.1.1

An educational program is a coherent set of courses leading to a

credential (degree, diploma, or certificate) awarded by the

institution.

HOW SACS DEFINES EDUCATIONAL PROGRAMS

There is a clear expectation that an institution be able to demonstrate institutional effectiveness for all its diplomas, certificates, and undergraduate and graduate educational degree programs.

The expectation is that the institution will engage in on-going planning and assessment to ensure that for each academic program, the institution develops and assesses student learning outcomes.

Program and learning outcomes specify the knowledge, skills, values, and attitudes students are expected to attain in courses or in a program.

EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT

Methods for assessing the extent to which students achieve these outcomes are appropriate to the nature of the discipline, and consistent over time to enable the institution to evaluate cohorts of students who complete courses or a program.

Shared widely within and across programs, the results of this assessment can affirm the institution’s success at achieving its mission and can be used to inform decisions about curricular and programmatic revisions.

At appropriate intervals, program and learning outcomes and assessment methods are evaluated and revised.

(SACSCOC 2012, Resource Manual, http://sacscoc.org/pdf/Resource%20Manual.pdf)

EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT

Completion of at least one

complete educational

program assessment

cycle

Documented evidence that

the “improvement

cycle” is complete

Evidence and documentatio

n of compliance

with all requirements and standards

WHAT SACS EXPECTS

Insti

tutio

nal

Effec

tiven

ess

Establish Goals and Outcomes

Assessment Planning

Implement the Plan and Gather Data

Interpret and Evaluate the

Data

Modify and Improve

THE UF ASSESSMENT PROCESSAssessm

ent

UF MISS

ION

Certificate

Assessment Plan

Rationale

Mission Alignment

Student Learning Outcomes

Curriculum Maps (UG)/ Assessment Timelines (Grad/Prof)

Assessment Cycle

Methods and

Procedures

Assessment Oversight

CERTIFICATE ASSESSMENT PLAN

YES if your certificate

(a) appears on the student’s UF transcript and

(b) can be earned separate from a degree program.

DOES YOUR CERTIFICATE REQUIRE A PLAN?

SECTIONS OF THE PLAN

This can be taken from the Certificate transmittal form

What is the value-added for students who earn the certificate? If this certificate is part of a degree program, please identify the degree program. The rationale should meet the following criteria:

The Rationale is clear.

The “value-added” for students is clear.

RATIONALE

Describe briefly how this certificate helps to meet the department, college, and university missions. For example:

This certificate aligns with the department mission by <enter text.> It also supports the college mission to <enter text>. It supports the university mission by <enter text>.

MISSION

These should come from the Certificate Transmittal Form

IMPORTANT: There is no requirement by the UCC or Institutional Assessment that Certificate Assessment Plans need to have an SLO in each of the three categories required for the degree programs.

Because certificates are short, focused course sequences, the only requirement is that the SLOs be relevant for the certificate.

Use the “Writing Measurable Student Learning Outcomes” resources at the Institutional Assessment website

STUDENT LEARNING OUTCOMES

Undergraduate programs: the Curriculum Map is a matrix that graphically organizes important information about the introduction, reinforcement, and assessment of the SLOs in the certificate program

Graduate and Professional programs: the Assessment Timeline shows when the SLOs assessed and measured in the certificate program

It should be clear to a student when or in what course an assessment occurs, and the type of assessment that is planned (assignment, project, paper, performance, presentation, etc.)

CURRICULUM MAP/ASSESSMENT TIMELINE

Courses

SLOs

Course1 Course2 Course3 Course4 Course5 Additional Assessments

#1            

#2            

#3            

#4            

#5            

#6            

CURRICULUM MAP UNDERGRADUATE CERTIFICATES

Program College

Key: Introduced Reinforced Assessed (include the name of the assessment)

Assessment  SLOs

Assessment 1

Assessment 2

Assessment 3

Enter more as needed

#1        

#2        

#3        

#4        

#5        

#6        

ASSESSMENT TIMELINES – GRADUATE AND PROFESSIONAL

CERTIFICATESProgram_____________________________________ College ____________________________________

YearSLOs

12-13 13-14 14-15 15-16

#1        #2        #3        #4        #5        #6        

CERTIFICATE ASSESSMENT CYCLE

Program College _Analysis and Interpretation: [Enter date or time frame here]Improvement Actions: Completed by [Enter date here]Dissemination: Completed by [Enter date here]

Each unit employs various methods and procedures to assess and collect data on student learning.

In this section of the plan, units provide information on their specific methods and procedures for the SLO assessments they identify in their Curriculum Maps/Assessment Timelines.

Include a sample grading rubric.

It’s OK to sample your total student population – see the recommended sample size chart on the Institutional Assessment website

METHODS AND PROCEDURES

These are the

individuals who are

responsible for

managing the

assessment work in

your unit

List everyone and their contact

information

The first person on

the list should be the lead contact

Purpose: ongoing

communication

ASSESSMENT OVERSIGHT

Once a certificate is approved or re-

authorized, you must

Have the plan reviewed at the college level for

any changes in curriculum or degree

requirements that require UCC action

Submit the plan for approval by the

Academic Assessment Committee at

http://approval.ufl.edu - it follows the typical

path through the system

SUBMISSION PROCESS

Timothy S. Brophy, Ph.D.Director, Institutional Assessment

235 Tigert HallOffice of the Provost

Email: tbrophy@aa.ufl.eduPhone: 273-4476

QUESTIONS