Program Assessment

Description

Program Assessment involves first defining the program’s mission, its distinguishing purpose and commitment to the students and professional community. The program mission must be in accord with the University, College and School’s missions.

Goals for the program are then developed. These overarching aims provide direction for the specific objectives or outcomes of the program.

PROGRAM Objectives or Student Outcomes designate student performance in terms of specific, measurable activities that provide evidence of learning. A program’s student learning outcomes address three primary areas: 1) discipline specific knowledge, skills, attitudes, behaviors, and values; 2) communication; and 3) critical thinking. These outcomes are addressed in various courses and experiential learning opportunities throughout the program.

SMART Guidelines

MATT Guidelines

MATURE Guidelines

Direct Measurement Approaches

Evidence from direct measurements can be examined to determine if program change is warranted. If so, changes are implemented and the assessment cycle continues.

Indirect Measurement Approaches

Much can be learned from compiling information from current and former students and employers. Though this information cannot stand alone as a measure of effectiveness, it provides an additional option in reviewing performance.

In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.

 

Faculty Spotlight View Other Award Winners

Karen Mottarella
College of Sciences Karen Mottarella Carl Rogers' Humanistic model inspires my teaching philosophy. The university classroom provides the perfect environment for students to develop their potential to grow positively. The university classroom is also a perfect forum to challenge and expand world views and views of "self." The opportunity for student...

Mark Calabrese
College of Engineering and Computer Science Mark      Calabrese Long before I graduated with my Master's degree, I knew I'd want to teach someday. I was inspired by previous UCF faculty that included Dr. Martin Wanielista (Environmental Engineering & Dean), Dr. Gary Whitehouse (Dean & Provost), and Dr. Christian Bauer (Industrial Engineering). I chose to pursue my PhD, but did...

Christopher Parkinson
College of Sciences Christopher   Parkinson As a hyperactive, quickly bored child, I presented a sizable challenge to my teachers. Conventional teaching methods did not work with me, but if given a problem to solve, I spent many hours and tried many strategies in my attempts to figure it out. My reluctance to use conventional learning styles then became an ...