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Using Pre-Course Inventories in Curriculum Assessment: Advantages and Limitations
Unformatted Document Text:  16 CSB/SJU DEPARTMENT OF POLITICAL SCIENCE F. ASSESSMENT PRINCIPLES May 23, 1995 -------------------------------------------------------------------------------------------------------------------------------- 1. ALL department members share assessment responsibility and workload on an ongoing basis. 2. The assessment process is productive in light of workload considerations and at least institutional cost. 3. Assessment results are useful --to students --to individual faculty --to the department --to the institutions a. Results document the department’s successes. b. Results identify areas in which the department can do better. c. Results provide the department with evidentiary basis for curriculum and pedagogical improvements, resource configuration, and institutional support. 4. Students learn the importance of, and responsibility for, self-assessment. 5. Existing data collection and analysis opportunities are emphasized. 6. Expense of assessment is minimized and shared --with students --with institutional support 7. Assessment workload is minimized and shared --with students --with institutional support 8. Department annually meets to interpret assessment results, target areas for improvement, and plan implementation accordingly. 9. Assessment of departmental goals and objectives is completed over five-year cycles. 10. The department’s strengths and achievements are celebrated with our students and other constituencies.

Authors: Wolsborn, Kay.
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16
CSB/SJU DEPARTMENT OF POLITICAL SCIENCE
F.
ASSESSMENT PRINCIPLES
May 23, 1995
--------------------------------------------------------------------------------------------------------------------------------
1. ALL department members share assessment responsibility and workload on an ongoing basis.



2. The assessment process is productive in light of workload considerations and at least institutional cost.



3. Assessment results are useful
--to students
--to individual faculty
--to the department
--to the institutions

a. Results document the department’s successes.
b. Results identify areas in which the department can do better.

c. Results provide the department with evidentiary basis for curriculum and
pedagogical improvements, resource configuration, and institutional support.



4. Students learn the importance of, and responsibility for, self-assessment.



5. Existing data collection and analysis opportunities are emphasized.



6. Expense of assessment is minimized and shared
--with students
--with institutional support



7. Assessment workload is minimized and shared
--with students
--with institutional support



8. Department annually meets to interpret assessment results, target areas for improvement,
and plan implementation accordingly.



9. Assessment of departmental goals and objectives is completed over five-year cycles.



10. The department’s strengths and achievements are celebrated with our students and other constituencies.




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