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Assessment at Eastern Connecticut State University is a process intended to ensure that we are achieving the objectives that we have set for ourselves as Connecticut's public liberal arts institution.
Given that learning is a continuously evolving process, universities need to continuously evaluate what is working well and what may need improvement. This evaluation is a cyclical process that starts with goal setting, followed by gathering evidence, analyzing the results, and then using the results to improve the university.
Step 1: Goal setting and asking questions happens in every area within the university. For instance, academic departments identify the key learning outcomes that they have for their students (i.e., the knowledge, skills and abilities students should have upon graduation). Student support departments identify the resources and services they need to provide to facilitate the complete development of our students.
Step 2: Once goals are set, tools for gathering evidence must be selected, and there are as many tools available as there are goals to assess (see the Resources page for details). The types of tools include student surveys, standardized tests, performance rubrics, portfolios, and more. Whatever way evidence is gathered, it must be linked directly to the goals/outcomes identified in step 1.
Step 3: Once evidence is gathered, the results must be analyzed to assess the current status of the program and (if the assessment loop has been travelled before) progress from previous assessments. This is the step where paralysis may set in, so it is critical to imbed data analysis in a complete plan for process/learning improvement.
Step 4: Using the results can take on many forms, but usually includes changes to curriculum or programs. These changes can entail small adjustments, major overhauls, and in some cases removal of courses or activities that do not achieve the goals set in step 1. Using results can also include publicizing the programs or activities that have been particularly successful.
Ultimately, assessment at ECSU serves several purposes:
- Improving learning and the learning environment inside and outside the classroom
- Ensuring the quality and integrity of an ECSU degree
- Demonstrating accountability to our stakeholders
First and foremost, we need to ensure that our students are learning what we hope they are learning. By establishing clear goals and evaluating success via a valid process, departments can build upon successes and improve areas in need of additional support. Our goals as a liberal arts institution are broad yet focused. The Liberal Arts Program sets in place a foundation on which the academic departments build. Maintaining the strength and integrity of this foundation is also facilitated by the assessment process.
The classroom is just one part of the learning environment at a university. Other areas of the university, such as housing, student activities, advisement, and others play an integral role in maintaining a positive learning environment. As such, they also need to demonstrate that the services that they provide are integral to the complete learning experience at the university.
The quality and integrity of an ECSU degree is critically important not only to our students, but their parents, and others. State legislators and taxpayers also need to know that the funds earmarked for public education are being used wisely. Effective assessment yields the evidence that allows us to demonstrate confidently that we are achieving our stated goals.
