Academic Assessment

Academic Assessment

Assessment is "the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development." Assessment allows us to articulate Institutional Learning Outcomes aligned to Program Learning Outcomes, collect data using varied assessment methods, and use the findings to improve student learning. It is an important driver of continuous improvement and data-based decision-making for the institution.

At the core of CSUNs assessment process is the Theory of Change (ToC). ToC provides a roadmap for achieving meaningful transformation. It is widely known in the evaluation field as more of a methodology than an actual theory. ToC provides a systematic approach to transforming assessment practices by explicitly mapping the pathways between actions and outcomes. ToC is a single change initiative. CSUNs single change initiative is called iROCA (instructors Reporting on Classroom Assessment).

The instructors Reporting on Classroom Assessment (iROCA) Theory of Change initiative was built upon a structured Logic Model to ensure a systematic and evidence-based approach to assessment at CSUN. The Logic Model serves as a framework that connects assessment inputs, processes, and expected outcomes, guiding the institution toward continuous improvement and meaningful student learning assessment.

Reference for ToC Mapping:
Camara, S. K. (2024, November 20-24). Theory of change: A theory-driven approach to enhancing instructors reporting on classroom assessment (iROCA). Paper presented at the 110th National Communication Association conference in New Orleans.

Why Do We Assess?

"Why should we assess our academic programs?" is a common question across the country, and the answer is twofold: 1) accountability and 2) to improve student learning. Assessing our programs is a requirement of our accreditors and constituents, but it is not the only reason we should assess them. At CSUN, we meet our accountability requirements by improving student learning in our academic programs by aligning program learning outcomes to institutional learning outcomes.

CSUN’S Assessment

1. Assessment Initiation: The Director of academic assessment and program review provides College Assessment Leads with guidance on assessment tasks, documents, templates, and self-paced videos for assessment. The OAAPR initiates the iROCA process by identifying the ILOs to be assessed for the year. The College Assessment Leads then support faculty in their respective colleges in collecting data using ILO dimension rubrics to score student artifacts.

2. Analysis: At the end of the assessment activities, OAAPR collects additional continuous improvement data from students and faculty. Data is cleaned, analyzed, and disaggregated to expand analytics, inform findings, and support program assessment efforts. These findings inform instruction and resource development where set targets have not been met.

3. Data Review & Feedback: Once the assessment data analysis is completed, departments can access results through CSUN LOADS (Learning Outcomes Assessment Dashboards).

4. Annual Continuous Improvement Plan/Report (ACIRP): The Annual Continuous Improvement Plan/Report must be submitted by all academic degree programs. To ensure high-quality responses, plans are shared, reviewed, and approved by the Dean of the College. All ACRIPs are due April 30 annually and should be submitted to the OAAPR.

5. Archived Submissions: Approved ACIRPs are archived to inform the planning phase of the assessment process, resource allocation, program review, and accreditation reporting.