Walsh College

Student Learning Outcomes Assessment Plans

Core Competency Outcomes Assessment Plan

With input from the business community, the faculty of Walsh College have identified and defined four Core Competencies that all students are expected to master upon graduation. The Core Competency student learning outcomes assessment plan includes a variety of measures which are used collectively to evaluate student achievement of the Core Competencies. Some of the measures include major field tests developed and published by the Educational Testing Service (ETS) (www.ets.org) and participation in the Collegiate Learning Assessment (CLA) (www.cae.org) developed by the Council for Aid to Education (CAE). Additional measures include student, alumni, and employer surveys and course embedded assignments.

Academic Program Outcomes Assessment Plans

Each academic program has a plan for the assessment of student learning that has been developed by the faculty. Academic program outcomes assessment plans include a mission statement, expected student learning outcomes based on the mission of the program, and the measures used to evaluate student achievement of the student learning outcomes.

Academic program assessment plans include a variety of qualitative and quantitative measures which are used collectively to evaluate student achievement of the program’s student learning outcomes. Qualitative and quantitative measures can either be a direct or indirect measure.

Examples of direct measures include:

  • Pre and post tests
  • Major Field Test
  • Research Project
  • Case Study
  • Course Project
  • Project Presentation
  • Portfolio of Student Work
  • Performance on Licensure, Certification, or Performance Exams

 Examples of indirect measures include:

  • Alumni Survey
  • Exit Survey
  • Focus Groups
  • Peer and Self-evaluations

A selection of student learning outcomes in each program is measured on a cyclical basis. Upon completion of the measures, the Assessment Office compiles the results and the results are shared with the academic department chair. The academic department chair, along with full-time faculty, determines how the results will be used for program and instructional improvement. Program outcomes assessment plans are evaluated on a cyclical basis and revised as needed to meet the focus of the program.