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Assessment Plan Example

Baccalaureate Degree Program: Agricultural and Extension Education

Program Learning Goal 1: Graduates will have the capacity to plan and deliver educational programs.
  • Program Learning Objective 1: Students will be able to analyze the needs of a particular educational situation, formulate a plan for program delivery, critically review and reflect on the program, and implement changes.

  • Evidence for Learning Objective 1: Representative examples of student work from course projects that require students to develop comprehensive lesson plans, deliver and reflect on planned educational presentations, and develop appropriate and relevant learning assessments.

Program Learning Goal 2: Graduates will be skilled in interacting with others in needs assessment related to educational programming.

  • Program Learning Objective 2: Students will be able to engage stakeholders in the development of quality educational programs.

  • Evidence for Learning Objective 2: Examples of student work from course projects requiring students to assess learning and educational needs of clientele and utilizing advisory councils/committees to enhance program planning and delivery.

Program Learning Goal 3: Graduates will be able to critically reflect on their performance, and identify appropriate professional development to enhance their knowledge and skills.

  • Program Learning Objective 3: Students will be able to identify specific gaps in their current knowledge and skills.
  • Evidence for Learning Objective 3: A reflection paper that describes professional development needs linked back to the identified gaps in knowledge and skills will be utilized to assess program objective number 3.

Data to be Collected During the Upcoming Academic Year:

  • Program Learning Objective: Program Learning Objective 1
  • Data Collection Plan: Program faculty post 3 examples of student work completed during their capstone experience that represent Excellent, Fair, and Poor quality. Program faculty then review the examples of work to identify potential learning deficiencies and consider curricular changes.

Use of Assessment Evidence for Program Improvement: Following a similar review in a previous year, changes were made in three courses to make certain that students understood the connection between unit planning and lesson planning. We determined that it was being taught too early in the program, and students were not ready to apply that learning. Therefore, instruction related to unit and lesson planning was moved later in the program so that students could immediately apply this material. Basically, the first introduction to unit and lesson planning was moved from an introductory-level course to a senior-level course; thus, students saw the need for the planning and the connection between unit and lesson planning.