scorecard evaluation and assessment 3

Overview

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 program  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)

Teacher Librarian Program Learning Outcomes

Post Masters Certificate Program Learning Outcomes

The program based learning outcomes (core competencies) are reviewed as part of the 7 year accreditation cycle per the overall curriculum review cycle.

Curriculum Component Timeline
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, INFO 203, and INFO 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, INFO 203, and INFO 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

See MARA Program Performance: Review and Measurement of Individual Program Learning Outcomes

Course Learning Outcomes and Course Mapping to Program Core Competencies (Program Learning Outcomes)

Each course has both course learning outcomes as well as core competencies (program learning outcomes) defined for that particular course.

MLIS course learning outcomes

MARA course learning outcomes

Course syllabi feature the direct correlation of assignments to specific learning outcomes. See the “current semester” 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.

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