AT CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
The purpose of assessment is to facilitate the highest quality educational
experience for our students through the systematic collection and interpretation
of student competencies at graduation, at defining points through the
curricula (General Education and major), and at entrance. WASC requires
assessment on two levels:
- the impact of programs, departments,
and units in their specific context such as curriculum goals and objectives,
- the impact of all programs and services
on student learning and development.
Assessment at California State University, Northridge has three major objectives:
In order to meet WASC assessment requirements by the Spring 1998 semester,
each department and program will need to develop and implement student outcomes
assessment plans for every major baccalaureate program which they offer,
using appropriate professional and student input. The exact method will
be determined by the department/program and will differ based on the goals
and objectives developed. The University will make available grants to departments
for the development of assessment procedures. A major goal for our campus
is to have 23 departments with assessment plans implemented by May of 1997.
- Support of curricular revision and program
review: Outcomes assessment is based on curricular goals and objectives
that are closely tied to applicable professional and graduate admission
standards. The results of assessment, together with faculty expertise
and trends in the disciplines, are the driving forces of curricular
- Creation of a culture of evidence about
the impact of programs.
- Enhancement of the intellectual life
in a structured way.
A second goal will be to assess GE as soon
as the new package goes into effect.
All graduating seniors should be included in outcomes assessment projects.
Among the types of assessment methods that might be used are portfolios,
capstone seminars, certification examinations, senior papers or juried performances,
productions, recitals , and art shows, or research projects, or supervised
field-experience. Departments may have, unique to their particular subject(s),
other assessment projects of this kind.
- The project must have curricular value
and must be meaningful in the context of the major.
- Preferably, the project will be adapted
from or included in an existing program requirement or course.
- The students will have a high-stake
in the outcome of the project which can be, at the initiative of the
department and, if necessary, at the approval of EPC, a graduation requirement
or part of a required course.
- The project will evaluate competence
in the major and relevant basic skills.
- To the extent feasible, the project
should be organized to give programs and the University visibility in
the community and professional world. Therefore, departments and programs
are encouraged to actively seek sources outside of the University, including
alumni and employees, for involvement in all stages of assessment.
- Departments may develop assessment procedures
under this draft policy until a formal assessment policy is in place.
- Results of assessment activities should
reflect on the program or department rather than individual faculty.
- Results of assessment should be reported
as part of the program review. They should be considered in other curricular
reform projects. They can be shared with the public through appropriate
All departments/programs will appoint/select an assessment liaison faculty
The Coordinator of Assessment, the Assessment
Subcommittee, and the Director of Institutional Research will provide
work-shops and training opportunities for liaison staff and other interested
Following the training, faculty from each
department will begin the process of formalizing goals and skills to create
the student outcomes assessment for that department/program.
Updated June 2003