Program Assessment measures provide the information about how well students are learning and achieving program learning outcomes. Direct measures, such as class assignments can yield direct evidence of authentic student accomplishment.

 

Once collected, these measures can be scored by a group of faculty according to a standard rating scale or rubric. A rubric is a guide for assessing student work and allows for consistency in rating and in ensuring that specific outcomes are assessed.

 

Assessing Oral Communication in a graduate program and using rubrics

 

Program: Animal and Range Sciences MS and PhD

Program Learning Outcome: Demonstrate excellence in oral communication of substantive content

Program Assessment Measures:

[This outcome] was assessed using two data sources. First, graduate student supervisory committees completed a Thesis and Defense Assessment (below), where each member of the graduate supervisory committee ranked the student’s performance relative to the learning outcome from 1 (Unacceptable) to 4 (Exceeds standards).  The second data set is composed of independent evaluations of oral presentations given by graduate students as part of ARNR 507: Research Methods.  The rubric was used to evaluate students relative to the learning outcome.

 

Rubric for Assessment of: Effectiveness in oral communication of substantive content

4 = Exceeds Standards: Student demonstrates competent performance exceeding normal standards at either the M.S. or Ph.D. level.

3 = Meets Standards: Student demonstrates appropriate performance for professionalization

2 = Below Standards: Student does not demonstrate the skills commensurate with M.S. or Ph.D. degree.

1 = Unacceptable:  Performance is clearly inadequate. Student demonstrates an inability or unwillingness to develop appropriate skills.

 

Indicators of Effective Oral Communication of Substantive Content

1

2

3

4

Organization

Poor

Insufficient

Adequate

Presentation is arranged logically

Content

Omission of critical information necessary for a scientific presentation

Missing key components of effective presentation

Most components covered, but talk would benefit from additional information

Material presented was complete and appropriate, all key components covered

Clarity

Study justification, objectives, and methods unclear; demonstrated lack of preparation

Slides poorly arranged or improperly formatted.  Font size too small, too crowded, inappropriate color scheme, overuse of acronyms and jargon

Presentation is relatively clear; some slides too busy or lacking; visual aids are well designed, legible, with appropriate content

Presentation is succinct and clear; avoids jargon and acronyms; visual aids are well designed, legible, with appropriate content

Knowledge & Understanding

Demonstrates poor knowledge of the materials presented

Demonstrates a lack of knowledge in critical components of the study (e.g., literature, study design, analyses)

Demonstrates solid understanding of the topic and associated literature; highlights important points where study is strongest; delivers effective conclusion

Demonstrates a superb grasp of the topic and the literature related to the topic; well prepared for questions; Revisits important and relative points

Delivery

Obvious ill-preparedness

Ineffective delivery; poor speech mechanics; nervous habits interfered with effective presentation

Effective delivery; appropriate volume, few nervous habits, relatively little reliance on notes; evidence of preparation

Outstanding delivery; engagement with audience, little reliance on notes, smooth transitions

 

Program Assessment Measures with Threshold Values

The table below from the BS in Animal Science clearly shows the relationship between the PLO, the threshold value for that outcomes and the data sources for assessing learning.

 

Program: BS in Animal Science (Equine Science, Livestock Management and Industry, Animal Science options); Minor in Animal Science, Minor in Genetics:

 

THRESHOLD VALUE

Program Learning Outcome

Threshold Value

Data Source

1.       design and evaluate animal management systems by synthesizing and applying knowledge of biological processes related to animals and the rangeland plants that support them. (knowledge)

The threshold value for this outcome is an on average 20% improvement on knowledge test scores between freshman and seniors.

Assessment Exam

2.       identify and critically evaluate scientific or technical animal science content to make informed decisions providing a foundation for lifelong learning. (critical thinking)

The threshold value for this outcome is for 80% of assessed students to score above 2 on a 1-3 scoring rubric.

Randomly selected student writing assignments

3.       demonstrate effective oral and written communication to a range of audiences and within collaborative environments. (communication and collaboration)

The threshold value for this outcome is for 80% of assessed students to score above 2 on a 1-5 scoring rubric.

Evaluators attend student oral presentations and randomly select students

4.       use scientific principles to formulate questions, explore solutions, and solve real-world problems and advocate based on science. (problem solving)

The threshold value for this outcome is for 80% of assessed students to score above 2 on a 1-3 scoring rubric.

Randomly selected student individual or group assignments

5.       apply ethical standards to manage animal resources. (ethics)

The threshold value for this outcome is for 80% of assessed students to score above 80% on ethics assessment.

Module and Quiz administered in D2L