Curriculum Mapping And Data Collection

Jennifer Fager, Ph.D.

University of Wisconsin-Eau Claire

Assessment Planning

Assessment Plans should be developed for each program included in your curriculum. This process will benefit your students by:

  1. Providing a set of clear expectations for what they are to learn.
  2. Clarify where this learning is to take place.
  3. Identify key assessments that are linked to learning outcomes.
  4. Setting expected performance levels.

Where in the program do students have the opportunity to learn these outcomes?

Program

Outcomes

Core Courses:

101 / 102 / 201 / 301 / Multicultural course / Capstone Course
Outcome 1 / x / x
Outcome 2 / x / x / x
Outcome 3 / x / x / x / x
Outcome 4 / x / x
Outcome 5 / x / x
Outcome 6 / x / x / x / x
Outcome 7
Outcome 8 / x / x
Outcome 9 / x / x / x / x / x / x
Outcome 10 / x / x

The members of the Department engaged in the curriculum mapping exercise above during a recent department meeting. Examine the map and list questions you might pose to the department members.

Question 1:

Question 2:

Question 3:

What recommendations might you provide to the department members based upon your questions?

Recommendation 1:

Recommendation 2:

Recommendation 3:

Map your Curriculum. Where in your program do students have the opportunity to learn what you intend for them to learn?

Our Program

Outcomes

Our Core Courses:

Evidence/Artifacts—How do you know that students have learned what you intended for them to learn?

Below is a list of existing program artifacts/evidence that can be used to assess student learning outcomes:

  1. Capstone experiences
  2. Portfolio evaluations
  3. Thesis and dissertations
  4. National exams
  5. Comprehensive Exams
  6. Course Grades
  7. Course Assignments
  8. Field Experience Reports
  9. Practicum Evaluations
  10. Internship Evaluations
  11. Student surveys/interviews/focus groups
  12. Student Presentations
  13. Student Publications
  14. Student Performances
  15. Admissions data
  16. Placement data (career, graduate school)
  17. Employer Surveys
  18. Alumni Surveys

What evidence/artifacts do you currently collect? List ideas below.

1.

2.

3.

4.

5.

How do these artifacts/evidence measure student learning?

What level of proficiency is expected on each of these artifacts/evidence to suggest students learned what was intended?

1.

2.

3.

4.

5.

Reporting Results

Data are useful when they are used. How will you use the information you have gathered to improve the quality of the learning experience or program for the students?

Review your Assessment Activities by completing the following. This process allows you to “close the assessment loop.”

Assessment Report Summary

Student Learning Outcome Assessed:

What did you do to assess the outcome?

What did you find as a result of this assessment?

What are you going to do as a result of the assessment?