Evaluation and Assessment #3
3. Intended learning outcomes at the course and program level are reviewed regularly to ensure alignment, clarity, utility, appropriateness, and effectiveness.
Deficient Developing Accomplished Exemplary
Program Based Assessment
The iSchool uses a culminating e-portfolio as a program-based assessment to ensure that each student demonstrates mastery of all student learning outcomes (core competencies) for the MLIS and MARA degrees before graduation.
MLIS Program Learning Outcomes (core competencies)
Rubrics used to evaluate the e-Portfolio (for MLIS)
MARA Program Learning Outcomes (core competencies)
Rubrics used to evaluate the e-Portfolio (for MARA)
The program based learning outcomes (core competencies) are reviewed as part of the 7 year accreditation cycle per the overall curriculum review cycle.
|Accreditation Period 2000-2007|
|Specializations and course clusters||Spring 2004–Spring 2005|
|Course clusters||Fall 2005–Spring 2006|
|Culminating experience||Fall 2006–Spring 2007|
|Core courses||Fall 2006–Spring 2007|
|Accreditation Period 2007-2014 Review #1|
|Specializations and course clusters||Fall 2007–Spring 2008|
|Culminating experience||Fall 2008–Spring 2009|
|Core courses, LIBR 203, and LIBR 285||Fall 2009–Spring 2010|
|Accreditation Period 2007-2014: Review #2|
|Career Pathways||Fall 2010–Spring 2011|
|Course clusters||Fall 2011|
|Culminating experience||Fall 2011–Spring 2012|
|Core courses, LIBR 203, and LIBR 285||Fall 2012–Spring 2013|
|Accreditation Period 2014-2021: Review #1|
|Development of new core courses (to be implemented in Fall 2014)||Fall 2013–Spring 2014|
|Career Pathways||Fall 2013–Spring 2014|
|Culminating experience||Fall 2014–Spring 2015|
|Core courses, LIBR 203, and LIBR 285||Fall 2015–Spring 2016|
|Overall program review||Fall 2016|
|Accreditation Period 2014-2021: Review #2|
|Career Pathways||Spring 2017–Fall 2017|
|Culminating experience||Spring 2018|
|Core courses, LIBR 203, and LIBR 285||Fall 2018–Spring 2019|
|Overall program review||Fall 2019|
Review and Measurement of Individual Program Learning Outcomes
Starting with the Fall 2007 semester, the iSchool has collected data each semester on the number of revisions needed to satisfactorily demonstrate achievement of a defined subset of five of the MLIS Program Learning Outcomes or Core Competencies presented in students' culminating electronic portfolios. Our goal is to have 90% or better of INFO 289 (e-Portfolio) or MARA 289 (e-Portfolio) students who need no or only 1 revision to a Statement of Competency, the essay in which they demonstrate achievement of a specific program Learning outcome. If less than 90% of students submit work at that level, then that identifies for the faculty a need for curricular review of the courses that address that Program Learning Outcome.
See MLIS Program Performance section on Review and Measurement of Individual Program Learning Outcomes
Course Student learning objectives and Course Mapping to Program Core Competencies
Each course has both course learning objectives as well as core competencies (program learning outcomes) defined for that particular course.
Course syllabi feature the direct correlation of assignments to specific learning outcomes. See the "Assignments" section of course syllabi for recent semesters.
When a new course is developed, the course-level outcomes must be submitted and approved by the school's curriculum committee co-chairs.