Ro Piedras Campus University of Puerto Rico

Office of the Dean for Academic Affairs

Plan for the Assessment of Student Learning

Committee for the Learning-Assessment Plan

September 2, 2004

INDEX
INTRODUCTION THE LEVELS OF THE PLAN Institutional level Academic Program level DEVELOPMENT OF THE PLAN FOR THE ASSESSMENT OF STUDENT LEARNING Schema Program description Description of proposed assessment process Plan for the Assessment of Student Learning Annual Progress Report BIBLIOGRAPHY APENDIXES A. Committee, Plan for the Assessment of Student Learning B. Context C. Implementation schedule DIAGRAM 1 Structure of the Plan for the Assessment of Student Learning, Rio Piedras Campus 1 5 5 8

11 11 11 12 12 12 13

16 18 22

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INTRODUCTION
In pursuit of the Campuss commitment to maintaining excellence in university-level education at the University of Puerto Ricos Rio Piedras Campus, and to addressing the institutional obligations contained in the Strategic Action Plan (SAP), Academic Senate Certification 64, and the document entitled Toward A Learning Community: Reflections on the Teaching-Learning Processes on the Rio Piedras Campus, and Recommendations (1999), a committee1 designated by the Dean of Academic Affairs has developed the Plan for the Assessment of Student Learning (PASL) described in this document. In addition, recommendations and standards of accrediting agencies such as the Middle States Association of Colleges and Schools were taken into consideration in formulating the Plan, while the Rio Piedras Campuss mission statement is its point of departure (see Appendix B). The Plan for the Assessment of Student Learning on the Ro Piedras Campus reflects this institutions recognition of student learning as the moving force behind all educational activities and experiences on the Ro Piedras Campus. expected to be accomplished in five years: Establish a continous institutional system to evidence the progress and achievements of the academic programs in relation to student learing as a result of the curricular sequence of each student. Articulate all the activities of the different offices in relation to the assessment of student learning. Collect information about student learning according to the mission, goals and objectives of the institution and the academic programs.
1

This plan has the following objectives that are

This committee, the Committee for the Learning-Assessment Plan (CLAP), was named by Sonia Balet, Dean of Academic Affairs (DAA), in May of 2003. See Appendix A.

Plan for the Assessment of Student Learning, Ro Piedras Campus

Improve the teaching-learning process and the academic planning in desicin making and promote reflexion using the findings of the assessment process at the institutional and academic programs levels.

Use the findings of the assessment process to revise the curriculum and services that the academic programs provide.

In this document, academic programs is taken to mean all those programs which grant degrees in accordance with certifications by the Puerto Rican Council on Higher Education (CHE). The student-learning outcomes are identified in the UPR/RP mission statement as well as in each academic programs mission, goals, objectives, and graduating-student profile. The Campuss mission statement identifies the following domains that are to be expected of its student body, regardless of college, academic program, or year of studies: intellectual curiosity capacity for critical thinking ongoing learning effective communication appreciation and cultivation of, and commitment to, the values and ideals of Puerto Rican society social responsibility capacity for independent study research and creative endeavor unified and holistic view of knowledge

The mission, goals, and objectives of each academic program should be consonant with the Campus mission statement, and should reflect the knowledge, skills, and attitudes that the

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program expects from its students. Knowledge refers to the particular body of facts, data, information and the many and various interpretations that can be given to these data, which the program expects its students to acquire. Skills indicates what students are able to do with the knowledge they have acquired. Attitudes represents students disposition to act in an ethical and responsible manner. The PASL will also facilitate the gathering and interpretation of information on student learning with respect to the expected domains set forth in the Campuss mission statement and to the particular knowledge, skills, and attitudes of each academic program. In this plan, assessment is an ongoing, formative process aimed at gathering, analyzing, and interpreting information on what students have learned and what they can do with what they have learned. The academic programs will utilize the findings that emerge from this process to improve student learning, teaching, academic planning, curricular offerings, and the programs own academic administration. The PASL will also help to compile evidence on the performance of students with respect to their learning vis--vis the expectations set forth in the Campuss mission, goals, and objectives. The assessment of student learning contemplated in this plan is designed to answer four principal questions: What do we expect students to learn at the UPR/RP? What do we do to help them achieve that learning? How do we gather evidence on the students learning? What actions do we take after analysis of the findings?

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These questions suggest that the purpose of the process is to promote reflection on the institutions commitment to student learning. This reflection will, in turn, help direct efforts toward improving teaching and student learning. The plan provides a frame of reference common to all academic programs on the Campus, enabling them to implement a system that can gather evidence on students learning vis--vis the objectives set by each academic program and the Campus as a whole. The committee has developed this plan with respect for the history, autonomy, and diversity of each academic program; therefore, the plan is intended to serve as a general guide, and is not intended to dictate or prescribe the assessment activities and instruments to be used. Nor is the individual academic programs assessment plan designed to gather information on everything that is important for that program in terms of student learning; it is not a description of everything the academic program hopes its students learn. Rather, the plan, which is ongoing, gathers information on elements of that learning, and as the Campus compiles the information provided by each program, the Campus as a whole will be able to gauge the degree to which the goals for the domains set forth in its mission statement have been achieved. Information on everything that the Campus does and strives to do with respect to student learning will not be gathered. The PASL is underlain by the following principles:2
2

Its focus or center is the learning expected of students. It requires many and varied sources of information, through time, on student learning. It is coherent, and congruent with the curriculum.

These principles are based on those included in the following publications: Principles of Good Practice for Assessing Student Learning (American Association for Higher Education, 1992, http://www.aahe.org/principl.htm); Principles and Indicators for Student Assessment Systems (Fair test, http://www.fairtest.org/princind.htm); Evaluacin del aprendizaje estudiantil (Medina-Daz & Verdejo-Carrin, 2000), and Student Evaluation Standards (Joint Committee on Standards for Educational Evaluation, 2003).

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It documents the academic programs achievements vis--vis their educational objectives. It is a participatory, dialogic process. It disseminates information on learning outcomes. It serves as a guide for reflection and decision-making on the achievement of the academic programs objectives for their students learning.

It improves the teaching-learning process in particular, and the institutions educational quality in general.

THE LEVELS OF THE PLAN

In order to put the PASL into effect on the Rio Piedras Campus, two operational levels are proposed: the institutional level and the program level. Diagram 1 is a graphic representation of the plans structure. Institutional Level The institutional level is structured to ensure that the Plan for the Assessment of Student Learning is implemented as designed and is completed on schedule. The campus administration (the Chancellor, the Dean of Academic Affairs, the Dean of Graduate Studies and Research, the various college deans, and the directors of professional schools) is charged with leadership in initiating, developing, and maintaining an institutional culture which gives major importance to teaching and student learning and to its appropriate evaluation. At both the institutional and program level, responsibilities for the development and implementation of the PASL are shared by the institutions administrative personnel and faculty. However, we recognize that the key element in supporting and facilitating the academic programs initiatives in student-learning assessment is administrative leadership at the institutional level.

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The Office of the Dean of Academic Affairs and the Office of the Dean of Graduate Studies and Research will provide the financial support necessary for the implementation and evaluation of the PASL. These offices will closely monitor the implementation of the academic programs PASLs by maintaining close communication with the deans of colleges and directors of professional schools. These offices are also charged with overseeing and facilitating coordination with the other Campus offices that offer support for the assessment of student learning, such as the Registrars Office, the Office for Academic Planning (OAP), and the Center for Academic Excellence (CAE). During the second semester of 20032004, the Dean of Academic Affairs established the Office for the Assessment of Student Learning (OASL). The function of this office is to support and give guidance to academic programs and provide follow-up on implementation of the Campus PASL. It is charged with the following task: Making recommendations on institutional policy relating to the assessment of student learning. Collaborating with the academic programs in developing their individual learningassessment plans. Providing technical assistance and resources, when necessary, for the design of datagathering instruments and other assessment activities. Gathering information on the implementation of the academic programs individual PASLs, as set forth in the Campus plan. Carrying out and supporting studies relating to the assessment of student learning in the classroom. Design and prepare learning assessment instruments.

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Carrying out a formative evaluation of progress in implementing the plan, and making any necessary adjustments in that process.

Providing information to expand the SAGA database, in consonance with the Campus PASL.

Coordinating with the CAE in the design and implementation of a training program on the learning of assessment and the development of the PASL.

Encouraging professors and students to take an active part in the development and implementation of their academic programs students learning assessment plans as well as of the overall Campus plan.

Recommending to the administrators of academic programs that they offer incentives to faculty members, such as sponsoring faculty participation in professional activities on assessment and learning-evaluation in Puerto Rico and abroad.

Offering technical support to professors interested in developing research projects related to student-learning assessment within the sphere of their teaching.

Offering technical support in the use of assessment findings (and/or outcomes) to improve the teaching-learning process.

Analyzing the academic programs reports and incorporating data from the OAP so that those reports can help the programs achieve an overview of the state of student learning on the Campus.

Keeping the appropriate institutional authorities informed of the progress of PASL implementation.

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Academic Program Level The academic programs will be responsible for the creation and implementation of their own individual PASLs, which will take into account the following elements: The domains set forth in the Campus mission statement. The knowledge, skills, and dispositing appropriate to the discipline or field of study, as identified in the programs mission, goals and objectives, and graduating-student profile.3 The courses and educational experiences in which student progress or achievement in the selected knowledge, skills, and attitudes determined in the academic programs and other college is fostered. The way in which evidence on its students learning is gathered and evaluated. The moment or time at which that information is gathered. Each program should gather information on student learning at at least two points; one of these must be at the end of a course sequence. The sequence, scope, and depth of courses in which the selected domains, areas of knowledge, skills, and attitudes are taught. The information and technology knowledge and skills in which the library plays a central role.4 The use of direct and indirect techniques for gathering information on student learning.5

These principles should emerge from a consensus among the academic programs faculty members and students. They should, in addition, be consonant with the professional standards of any external accrediting organization associated with the program or its field(s) of study. 4 Connection should be established between the selected domains, areas of knowledge, skills, and attitudes, and the information/ technology knowledge and skills. 5 Among the direct techniques generally used are comprehensive or qualifying exams; theses, dissertations, or projects; departmental exams; certification, accreditation, or bar/board examinations; oral presentations, portfolios, research or creative projects; and monographs. Among the indirect techniques for assessing student learning are student evaluation of courses, interviews and surveys of graduating students, employer surveys, and alumni/alumnae studies.

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The dissemination of the plan to the academy community. Implementation of the PASL at the program level will initially be carried out in two

stages. In the first stage, which will last for three years, each academic program will gather and interpret information on at least two of the following four domains within the Campuss mission statement: Capacity for critical thinking Effective communication Social responsibility Research and creative activity Each academic program will also gather, analize and interpret information on at least one of the areas of knowledge, skills, or attitudes inherent to the discipline or field of study. In the second stage, which will last for two years, each program will gather, analize, and interpret information on the remaining domains within the Campus mission statement and at least one of the other areas of knowledge, skills, or attitudes inherent to the particular discipline or field of study. After the PASL is evaluated, the implementation schedule will be revised (see Appendix C). Responsibility for assessment of student learning on the Rio Piedras Campus will be shared between the academic programs, the colleges or schools, and the institution as a whole, in keeping with the calendar for implementation of the PASL on the Campus, but as we have stated, the Campuss colleges and schools will be mainly responsible for implementation of their own assessment plans. The deans of the colleges and directors of schools will have the following responsibilities:

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Gathering and analyzing the reports from the various academic programs. Outlining strengths and areas of need. Structuring a plan of action for addressing the needs identified by the assessment. Justifying the budget impact resulting from the findings.

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DEVELOPMENT OF THE PLAN FOR THE ASSESSMENT OF STUDENT LEARNING

In order to design and develop a plan for assessing the students learning in academic programs, we recommend the schema outlined below. Initially, this plan should include

assessment by and within the academic programs for the first three years. Every two years, a plan is to be formulated for incorporating the additional mission domains and at least one of the fields of knowledge, skills, or attitudes inherent to the particular discipline or field of study. In addition, each program should submit to its dean or director an annual progress report on the implementation of its plan. The format of this report is given at the end of this section. The dean of the college or director of the professional school will gather and evaluate the annual reports submitted by the academic programs. This administrator will analyze the findings with the programs and submit a report to the OASL and the Office of the Dean of Academic Affairs, summarizing those findings and recommending actions to be taken. Schema a. Program description

This part includes information describing the academic program that is designing the program PASL. Once the plan has been designed for the first time, this information will be revised or updated for each subsequent stage.
1. College or School 2. Department 3. Name of academic program 4. Chair or director 5. Programs mission, goals, and objectives 6. Graduating-student profile 7. Program profile (number of faculty, students, and staff)

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b.

Description of proposed assessment process

This space will contain a description of how the assessment process is to be carried out within the program. The following questions may serve as a guide for this description: What is going to be done to gather information on the studentss learning in the program? At what point is the information going to be gathered? What technical and human resources are to be used? How is the process to be carried out?

c.

Plan for the Assessment of Student Learning

This table summarizes the principal elements of the programs PASL. Each row will show what the program proposes to do to gather information on student learning within the period of time allotted for that mastery.
Domains of the Campus mission statement, programs areas of knowledge, skills, and attitudes Courses or experiences in which information will be gathered Points at which information will be gathered Data-gathering activities or instruments Criteria Person or unit responsible

d.

Annual Progress Report

Once its PASL is implemented, each academic program will submit an annual report containing, as a minimum, the following information: What information was gathered vis--vis what the Plan intended? What were the findings (strengths and areas needing strengthening)? How were the findings utilized? What actions and decisions did the academic program take, or will it take, to address those findings? What resources are necessary, and how will they be provided?

Beginning with the annual report for the second year, evidence must be included on the outcomes of the actions and changes that were suggested the previous year.

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BIBLIOGRAPHY
Angelo, T. A., and P. K. Cross (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, CA: Jossey-Bass. Association of American Colleges. (1985). Integrity in the College Curriculum. Washington, D.C.: Association of American Colleges. Astin, A. W. (1993). Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. New York: American Council on Education & Oryx Press Banta, T. W.; J. P. Lund; K. E. Black; and F. W. Oblander (1996). Assessment in a Practice. San Francisco, CA: Jossey-Bass Publishers. Banta, T. W. & Associates (1993). Making a Difference: Outcomes of a Decade of Assessment in Higher Education. San Francisco, CA: Jossey-Bass Publishers. Brown, S., and A. Glasner (1999). Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Philadelphia: The Society for Research into Higher Education & Open University Press. Ewell, P. T.; P. Hutchings; and T. Marchese (1991). Reprints of two papers on assessments history and implementation. Washington, DC: American Association for Higher Education. Ewell, P. T. (1983). Student-Outcomes Questionnaires: An Implementation Handbook. Colorado: National Center for Higher Education Management Systems. Halpern, D. F. (1987). Student Outcomes Assessment: What Institutions Stand to Gain. San Francisco, CA: Jossey-Bass Publishers. Heywood, J. (1977) Assessment in Higher Education. New York: John Wiley & Sons Hutchings, P. (n.d.) Behind Outcomes: Contexts and Plan. Washington DC: American Association for Higher Education. Hutchings, P.; T. Marchese; and B. Wright (1991). Using Assessment to Strengthen General Education. Washington, D.C.: American Association for Higher Education. Joint Committee on Standards for Educational Evaluation (2003). The Student Evaluation Standards: How to Improve Evaluations of Students. Thousand Oaks, CA: Corwin Press. Maki, P. (January 15, 2002). Using Multiple Assessment Methods to Explore Student Learning and Development Inside and Outside the Classroom. Net Results, April 25, 2003. (www.naspa.org/NetResults/article.cfm?ID=558 on 4/25/2003). Medina-Daz, M., and A. L. Verdejo-Carrin (2000). Evaluacin del aprendizaje estudiantil. San Juan, PR: Isla Negra Editores. Messick, S. J. (1999). Assessment in Higher Education: Issues of Access, Quality, Student Development and Public Policy. New Jersey: Lawrence Erlbaum.

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Principles for learning assessment

American Association for Higher Education Principles of good practice for assessing student learning http://www.aahe.org/principl.htm http://www.aahe.org/assessment/principl.htm The National Center for Fair & Open Testing Principles and Indicators for Student Assessment Systems http://www.fairtest.org/princind.htm Principles for Fair Student Assessment Practices for Education in Canada http://www.2learn.ca/Projects/Together/fair.html

Resources for assessment techniques and instruments

University of Wisconsin at Madison www.wisc.edu/provost/assess/manual/manual2.html Southern Illinois University-Edwardsville www.siue.edu/~deder/assess

Web sites for universities in the United States containing examples of institutional or learning assessment plans
Clemson University http://assessment.clemson.edu Florida Atlantic University http://iea.fau.edu/asment/epic.htm Ohio University www.cats.ohiou.edu/instres/assessments/ncaplan.html San Diego State University http://dus.sdsu.edu/assessment/ University of Massachusetts at Amherst www.umass.edu/oapa Central Michigan University http://www.provost.cmich.edu/assessment/toolkit/formativesummative.htm University of Massachusetts at Boston http://www.umb.edu/faculty_staff/academic_affairs/

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University of Maryland at Baltimore http://www.umbc.edu/provost/Reports/MiddleStates/PRR-Final-5-22-01.pdf South Dakota State University http://www3.sdstate.edu/Academics/AcademicAffairs/ Seton Hall University http://www.shu.edu/ Adelphi University http://administration.adelphi.edu/orap/ Portland State University http://www.cae.pdx.edu/assessment/0203AIplan.html East Tennessee State University http://www.etsu.edu/iep/CAP/cap.htm Miami University of Ohio http://www.units.muohio.edu/led/assessment/index.htm

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Appendix A Committee, Plan for the Assessment of Student Learning

In May of 2003, Dr. Sonia Balet, Dean of Academic Affairs, appointed the following persons to this committee; their first meeting was held on May 28, 2003. The committees principal responsibility was to design and develop the plan for the assessment of student learning on the University of Puerto Ricos Rio Piedras Campus. In addition, the committee was to play a central role in directing and supporting efforts aimed at planning for the implementation of student-learning assessment on the Campus. This committees ultimate goal is to ensure that the process of student-learning assessment is useful for the institution and helps the colleges, departments, and academic programs to plan, improve, review, revise, and evaluate the curriculum and the entire teaching-learning process. Member name
Dr. Sonia Balet (Dean of Academic Affairs) Prof. Nadia Cordero (Director, CAE) Dr. Nereida Delgado (Faculty, College of Business Administration) Dr. Mara del C. Garca (Associate Director, CAE) Dr. Consuelo Figueras (Director, School of Information Sciences and Technologies) Dr. Aurora Lauzardo (Associate Dean, Academic Affairs, Office of the Dean of Graduate Studies and Research [DGSR]) Prof. Mara Luisa Mattei (Coordinator, PASL Committee) Dr. Mara del R. Medina (Faculty, College of Education, Coordinator) Dr. Andrs Menndez (Faculty, College of Education) Dr. Hayde Muoz Sol (Librarian, Library System) Dr. Csar D. Vzquez (Faculty, College of Education, CoCoordinator) Prof. Isabel Vzquez (Researcher, OAP)

E-mail address
sbalet@rrpac.upr.clu.edu centexa@rrpac.upr.clu.edu ndelgado@prw.net mgp@isla.net

7877640000, extension:
4915 2963, 2964 2963, 4047 2963, 2964 5028

consuelof@compuserve.com

a_lauzardo@degi.rrp.upr.edu

2515

mlmattei@mac.com mmedinad@caribe.net amened@coqui.net hmunoz@rrpac.upr.clu.edu cvazque@caribe.net ivrresearch@hotmail.com 4457 4451 2707 4482 2121

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During the first semester of academic year 20032004, Dr. Ivonne Moreno (chair, Department of Psychology), and Dr. Priscilla Negrn (researcher, OAP) were members of the committee. Prof. Mara Luisa Mattei joined the committee in the second semester of that year. Graduate student Jocelyn Velsquez was assigned to the committee as research assistant, and she took the minutes and agreements in its meetings.

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Appendix B Context
The statements of the mission and vision of the University of Puerto Ricos Ro Piedras Campus are the point of departure for the institutions assessment plan. The Mission of the Campus is:
1. To foster the integral education of its students through programs of study which promote intellectual curiosity, the ability for critical thought, constant learning, effective communication, an appreciation for and cultivation of ethical and aesthetic values, participation in the workings of the Campus, and social awareness and a sense of social responsibility. 2. To provide graduate education of the highest quality, whose key elements are research and creative work, and which helps to strengthen undergraduate education. Furthermore, to provide post-bachelors programs for the education and training of professionals of the highest caliber, committed to the ideals and values of Puerto Rican society. 3. To provide an undergraduate education of excellence which offers students a unified vision of knowledge, bringing general education and specialization into harmony, and fostering in students the capacity for independent study and research. 4. To develop teaching, research, and service to and participation in the life of the community, with respect for the historical and social conditions of Puerto Rico, in keeping with its Caribbean and Latin American surroundings yet reaching out into the international community. To enrich and strengthen the storehouse of knowledge pertinent to the consolidation of Puerto Rican nationality, its history, language, and culture, while at the same time to foster the growth and dissemination of knowledge at an international level. 5. To develop innovative, relevant programs of research and investigation, of community service, and of continuing education which support and contribute to the academic and professional labor of the campus. These programs shall also contribute to the transformation and continuing

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progress of Puerto Rican society, to the analysis of the Islands socioeconomic and political problems, and to the formulation of solutions to those problems, and to the improvement of quality of life. Certification 64 (198990), issued by the Ro Piedras Campus Academic Senate, sets forth a Guide for the Evaluation of Programs or Units that Submit Reports to the Academic Senate of the Ro Piedras Campus. This certification is based on Academic Senate Certification 17 (197879) and Council on Higher Education Certification 149 (198788). Certification 64 provides guidelines and criteria to aid academic programs in carrying out self-studies and submitting their evaluation reports to the Academic Senate. Among the recommendations included there is the following: Evaluate student achievement in quantitative and qualitative terms and evaluate the means adopted by the college for improving that performance. (p. 8) Council on Higher Education Certification 93113 establishes the rules and procedures for preparing, analyzing, and processing proposals for the creation and revision of academic programs. Section XVI (Evaluation) requires a summative assessment plan that includes evaluation of (1) the programs effectiveness in achieving its objectives, (2) student achievement, (3) the adequacy of the faculty, (4) student and faculty opinion of the program, (5) the degree to which the program trains students to exercise their functions in the workplace (for professional programs), (6) job-market demand for graduates, and (7) the adequacy of physical and financial resources. The UPR/RPs Strategic Action Plan (SAP), approved by the Academic Senate and the Administrative Board in 1997, defines this institutions goals and priorities until 2006. One of the strategic areas in this plan is Evaluation, which requires ongoing tracking of the plans implementation. The following objectives are to be achieved: The Campus will establish an ongoing discussion in order to develop the strategies needed for achieving the plans objectives.

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Each program and administrative unit of the campus will design a five-year development plan to address its particular needs within the framework of the Campuss general strategies for action.

The campus will develop agile, flexible mechanisms for maintaining the formulation and implementation of plans incorporating the outcomes of institutional and academic assessments.

The campus will develop information systems that will allow outcomes assessment and reformulation of strategic plans.

In the list of Strategies for Action, one of the objectives for the Key Area of Student Life is to evaluate and constantly review the quality of academic and administrative services offered to students. The 1995 and 2000 reports submitted to the Middle States Association of Colleges and Schools (MSA) reported that the Office of Academic Planning and the deans had prepared a proposal to translate the campus mission into expected outcomes in the teaching process and had also set forth methods for achieving those goals. The reports also noted that the academic programs were to be responsible for outcomes assessment. The reports further stated that even though there was no plan for outcomes assessment, some assessment activities had been carried out on the Campus, among which was the use of certain tests and indicators (College Board scores, admissions indices, and interviews). In addition, follow-up and retention studies had been done for active students. The student information system, they reported, was in the process of development, and that system included data on students academic progress and other relevant variables. The programs and units have compiled information on their students in the areas of student achievement and academic progress; retention; graduation rates; compliance with program requisites; performance in internships, practice teaching, etc.; and community service. Their data also include the results of masters- and doctoral-level qualifying examinations; the quality of theses, dissertations, and projects; and the results of professional licensing or certification examinations. Among the accrediting agencys findings and recommendations is the need for institutional studies and assessment at the Campus
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level. The MSA recommended that efforts for outcomes assessment be strengthened and an informational system adequate for supporting such actions be implemented. The report of the evaluation team representing the Commission on Higher Education of the MSA (February 26March 1, 1995) states the following: When dealing with institutional planning (section XI), the Commission indicates that the planning process should include among its most important purposes: The establishment of infrastructure and mechanisms for evaluating and assessing progress of the University. Assignment to the office [of Academic Planning] the responsibility of assisting colleges to assess student outcomes al all levels. Allocation of funds for staff training on institutional research and assessment issues (such as testing methodologies, statistical analysis, etc.) In keeping with these priorities, we have identified nine learning domains (see Diagram 1) which are expected of this Campuss students, regardless of college, academic program, or year of study. The assumption is that these areas include the areas of knowledge, skills, and attitudes that are fostered and developed through the educational experiences this Campus offers. These various types and aspects of learning are reflected in the objectives and the assessment activities presented in this plan. From among these domains, the academic programs or departments within the colleges are to select those that can feasibly be assessed in the short and long term in accordance with the proposed plan. Once the domains have been selected, the colleges, programs, or schools are to define them operationally and formulate the corresponding goals and objectives. This is necessary in order to plan and develop the techniques and instruments by which information will be gathered and to define the criteria evaluating attainment. for

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Appendix C Implementation schedule

Implementation and evaluation of the PASL The implementation and evaluation of the PASL will be carried out in five phases over a period of five years, as noted below in Table 1. Phases 1. Publication, review, revision, and approval of the Campus Plan for the Assessment of Student Learning (PASL). 2. Development of assessment plans by the academic programs. 3. Implementation of the Campus PASL. 4. Formative evaluation of the implementation of the Campuss and some programs PASLs. 5. Summative evaluation of the Campuss PASL. Table 1. Schedule for implementation and evaluation of the Plan for Assessment of Student Learning (first five-year cycle)
Phase 1st sem. 2004 2005 2nd sem. 2004 2005 1st sem. 2005 2006 2nd sem. 2005 2006 1st sem. 2006 2007 2nd sem 2006 2007 1st sem. 2007 2008 2nd sem. 2007 2008 1st sem. 2008 2009 2nd sem. 20082009

1 2 3

Pilot 10 programs

Pilot 10 programs

10 programs

10 programs

10 programs

10 programs

10 programs

10 programs

10 programs

10 programs

4 5

Each semester of academic year 20042005, five academic programs will develop their individual PASLs and implement them the next semester, as a pilot program. Thus, it is expected that by December of 2005 there will be at least 10 programs with plans implemented. Over a period of five years, it is expected that at least 90 academic programs will have implemented their individual PASLs. The goal is that as a minimum, information will have been gathered, both at the campus and program level, on four of the domains set forth in the mission and on two domains of the individual programs particular areas of learning, skills, and attitudes.

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Table 2. Timetable for Implementation and Evaluation of PASL Phase Time Period Activities
August 2004May 2006 August 2004October 2004 1. Publication, review, revision, and approval of the Campus Plan for the Assessment of Student Learning August 2004December 2004 OctoberDecember 2004 August 2004May 2005 January 2005May 2006 1.1 Develop electronic site for the PASL 1.2 Hold public hearing on the PASL 1.3 Incorporate recommendations from the university community into the PASL 1.4 Approval of the PASL by the Academic Senate 1.5 Give orientations and workshops on the assessment of learning to administrative staff, faculty, and students 1.6 Develop instrument for the assessment of learning on the Campus

Unit responsible
DAA, CLAP DAA, DGSR, and CLAP CLAP DAA, CLAP, and Academic Senate DAA, CAE, OAAE OAAE, OAP, consultants and

and

August 2004December 2006 2. Development of assessment plans by academic programs August 2004December 2004

2.1 Set priorities, strategies, and deadline for the development of the programs PASLs 2.2 Form committees in charge of learningassessment in departments and programs 2.3 Provide orientation and technical advice to departments and programs on development of learning-assessment plan dovetailing into Campus PASL. 3.1 Appoint a coordinator for Campus studentlearning assessment 3.2 Implement pilot PASLs in 10 programs 3.3 Implement PASL in programs (min. 10 per semester) 3.4 Begin pilot administering of data-gathering instruments

DAA and OAP Deans and directors of programs; profesors; and Student Council OAAE, DAA, OAP, DGSR and programs committees

August 2004May 2007

August 2004 December 2004 January 2005December 2005 August 2005May 2009 3. Implementation of the Campus Plan for Assessment of Student Learning May 2005

DAA and DGSR Coordinator and Program Committees Program committees, DAA, and DGSR Assessment coordinator Assessment coordinator, programs committees, CAE, and OAAE OAAE, CAE, assessment coordinator and

December 2005December 2006

3.5 Develop instruments to gather data on learning in each academic program

January 2005 May 2009

3.6 Offer colleges, departments, and programs technical support in implementation of plans, development of instruments, analysis and use of outcomes

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Plan for the Assessment of Student Learning, Ro Piedras Campus

Table 2. Timetable for Implementation and Evaluation of PASL Phase Time Period Activities
January 2005May 2007 4. Formative evaluation of the implementation of the Campus and some programs PASLs January 2005May 2007 May 2005May 2009 4.1 Gather information on implementation process for overall Campus and within programs 4.2 Monitor the Campus and programs utilization of findings from the assessment process 4.3 Evaluate the findings 4.4 Prepare annual reports on progress in implementation of PASLs in programs 4.5 Request input from external evaluations on implementation of PASLs

Unit responsible
OAAE and external evaluation College deans, DAA, OAAE College deans and OAAE Program committees and college deans External evaluators, DAA, DSGR, and college deans External evaluators External evaluators

May 2005June 2007

5. Summative evaluation of the Campus PASL

August 2008May 2009

Gather information on the process of implementation of the PASL at Campus and program level. Prepare final report and give recommendations.

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Plan for the Assessment of Student Learning, Ro Piedras Campus

Diagram 1
Structure of the Plan for the Assessment of Student Learning, Ro Piedras Campus
Mission of the Ro Piedras Campus of the University of Puerto Rico

Domains 1. Intellectual curiosity 2. Capacity for critical thinking 3. Ongoing learning 4. Effective communication 5. Appreciation and cultivation of, and commitment to, the values and ideals of Puerto Rican society 6. Social responsibility 7. Research and creative endeavor 8. Capacity for independent study 9. Unified and holistic view of knowledge Areas of knowledge, skills, and attitudes in majors, specialties, and programs

Institutional Level Office of the Dean of Academic Affairs (DAA) -- Office of Student-Learning Assessment (OSLA) Office of the Dean of Graduate Studies and Research (DGSR) - Institutional Assessment Plan - Plan for the Assessment of Student Learning (PASL)

Program level -- Committees in charge of PASLs

PASLs of the academic programs

September 2004

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