Academic Assessment at UW-Whitewater

Beginning in 1996, the systematic review of departmental and program academic assessment initiatives became part of the University's Audit and Review Process. As such, departments and programs are asked to collect assessment data against their articulated set of assessment outcomes, interpret the data and corresponding changes or programmatic improvements in response to the data (e.g., revisions to the curriculum, pedagogy, advising practices, etc.), and share the data with relevant constituencies (e.g., faculty, students, advisory boards, etc.) on five-year cycles.

Below are the criteria departments/programs are required to address in the Audit and Review Self Study. For more about the process, see the UW-Whitewater Audit and Review website (http://acadaff.uww.edu/AuditReview/).


II. Academic Assessment

Attach the program's AR(s) as Appendix C.


A. Centrality

  1. Describe the centrality of the program to the mission and strategic plan of the University of Wisconsin-Whitewater.
  2. Explain the relationship of the program to other programs at the University.

A. Program Goals and Assessment

  1. Describe the current program goals and objectives, plus any stated mission for the program itself.
  2. Summarize the ways by which the curriculum contributes to fulfilling the stated goals and objectives for the program. Explain gaps between specific goal/ objectives and the curriculum.
  3. Summarize the assessment data gathered during the review period. If it is helpful to include data from pervious years for comparison purposes, then please do so. (Use tables where necessary.)
  4. Describe how the program contributes to meeting specific state and societal needs. Describe how the program addresses diversity and global awareness issues.
  5. Explain any changes in goals, objectives, and/or curriculum that have occurred since the previous audit and review, indicating how the program has responded to the recommendations listed in the previous audit and review report. Refer to Appendix A as necessary.
  6. Discuss potential revisions to the curriculum (e.g., the development of new academic emphases, new courses, etc.) that you foresee over the next review period in view of projected trends in employment and the development of new technologies, etc.

B. Assessment of Student Learning/Outcomes

  1. State performance objectives, specifying what subject matter, cognitive development, and skills the students will demonstrate upon completion of the program.
  2. Describe the data collection techniques used to determine how the program has been successful in achieving the desired performance objectives.
  3. Summarize the assessment data gathered during the review period. If it is helpful to include data from previous years for comparison purposes, then please do so. (Use tables where necessary).]
  4. Explain how individual courses are related to the student performance objectives.
  5. Discuss potential revisions to the curriculum (e.g., the development of new academic emphases, new courses, etc.) that you foresee over the next review period based on results of assessment of performance objectives.

C. List any dual-level courses and indicate how course content, pedagogical processes, assignments, etc., that create different educational experiences for graduate and undergraduate students.


(Attach a list linking courses to assessment objectives as Appendix D. Attach a list of any dual-listed courses delineating graduate expectations as Appendix D1.)


D. Program Improvement Resulting from Assessment Efforts

  1. Highlight some of the important changes to the curriculum, the assessment objectives, and/or the data collection techniques/processes that have occurred during the review period. Make sure to link the changes to the data collected during the review period.
  2. Indicate how the program has responded to recommendations relevant to assessment of students' learning from the most recent Audit and Review Evaluation Report.

E.Information Shared with Constituencies: Discuss how the assessment information has been shared with important constituencies, including students, staff, advisory boards, etc. In particular, indicate systematic efforts—e.g., regularly scheduled orientation meetings, departmental newsletters, etc.