First Year Program Annual Report 2004

I. Presentation of Task Force Project

F. Hallmark #6: Assessment

  1. Uses a variety of quantitative and qualitative assessment designs and methods to examine all aspects of students' first-year experience and to evaluate and understand the impact of institutional policies, strategies, and interventions on first-year students. While first-year assessment may from time-to-time focus on discrete activities or organizational components, these assessments are undertaken within an overall, systemic view of the first year as a distinct time period and set of experiences in students' lives. Thus, first-year assessment considers the interrelationships between and among programs, policies, and structures. Assessment tools include national or regional instruments that provide comparative data in addition to those developed for local use. Assessment results are an integral part of institutional decision-making, resource allocation, planning, and continuous improvement of programs and policies as they affect first-year students. Assessment is not limited to measures of student persistence and/or satisfaction but also investigates student learning and change in areas and goals articulated or implied in the institution's mission statement and related documents.
  2. Suggested Areas for Review
    1. Assessment of a specific assignment of some office or individual
    2. Data systems (integrated and relational)
    3. Specific budget allocation for first-year assessment
    4. Data collection plans and schedules re. first-year topics (e.g., characteristics, outcomes, climate, program/service evaluations, course ratings, alumni surveys
  3. Sources and Forms of Evidence
    • Retention/graduate rates (Student Information System, Academic Advising)
    • GPA (Student Information System)
    • Co-curricular record (Student Affairs)
    • Participation rates in extracurricular activities (Student Affairs, Athletics, NSSE, CSXQ)
    • Writing samples (Blind tests within the discipline of freshman vs. senior papers)
    • Demonstration of appropriate research and technology skills (Course testing)
    • Appreciation for diversity (CSXQ, Course testing)
    • Assess student growth (NSSE)
    • Provide evidence of accountability for successful processes (NSSE)