November 27, 2006

10:00 a.m.
Bridges Hall 250B

Present: Tim Borchers, chair; Ted Gracyk, Jody Mattern, Amy Phillips, Peggy Rittenhouse, Stacy Voeller, Alison Wallace

Minutes: Moved by Voeller, seconded by Phillips to approve the November 13, 2006 minutes. The motion was approved unanimously.

Policy Changes: Three changes to the SLOAC policies were presented for discussion.

1. Accredited programs proposed language to replace #7 on our policy statement: “Programs requiring external accreditation are required to provide SLOAC with a copy of any student learning assessment report made to their accrediting agency as well as the response from the agency. These programs are not required to complete SLOAC’s planning and reporting forms. Accredited programs are encouraged to consult with SLOAC as necessary and use its resources to inform their assessment procedures.”
2. Replace language in #2 on our policy statement: “Each undergraduate and graduate degree program will review its assessment plan and file an assessment report every two years with the SLOAC, according to the Biennial Report timeline.”
3. Replace language in #12. Just delete “biennial” from the last line.

The proposed revisions will be voted on at the December 11, 2006, meeting. If accepted the revisions would take effect in Fall 2007.

Review of Plans and Reports
Paralegal Plan:

• Record of department consultation missing.
• Suggest the rubric scale be clarified. Use a 3-point scale instead of 5-point scale.
• Suggest defining “majority.”
• Suggest defining how “overall” is calculated on the assessment instrument.
• Unclear who completes the rubric.
• Suggest the PARA 251 rubric provided in the Legal Studies plan be reviewed for ideas

Paralegal Report: 

• Report is not on the SLOAC form.

Spanish Plan:

• Unclear as to what expected student performance means.
• Achievement is set at different levels for the four tests.
• Suggest setting the level of achievement higher so a standard of improvement can be a goal. 
• Request that copies of tests are submitted.
• Suggest assessing at mid-point so the department knows how students are doing earlier than the senior year.

Exercise Science Plan:

• Four student learning outcomes are listed, but no indication of the assessment cycle is provided.
• Outcomes #2 and #3 are too broad on the internship evaluation rubric. Suggest they be clarified.
• Unclear on the comprehensive exam and practical exam if students do not score 70 percent what happens.
• Unclear whether the program is accreditated as the question on the form was not answered.

 Athletic Training Plan:

• Unclear what the expectations are for students as the ranges are too wide (30-69 percent). Thirty percent is too low. Suggest the standard be set higher.
• Unclear what assessment method is being used---test, observation, role-play. 

East Asian Plans:
Japanese –

• The student learning outcomes (SLO) are not directed at student learning, but what the assessment will accomplish.
• Suggest knowledge of contemporary Japanese culture be assessed instead of knowledge of Asian history.
• Suggest additional MSUM mission goals be checked. For example, global understanding and multiculturalism/diversity be included.
• The SLO for oral communication has the written communication box checked and the SLO for written communication has the oral communication box checked.
• There is confusion with SLO #1 between “oral communication” and “listening comprehension.”
• Record of department consultation is missing.
• Unclear whether the program is accreditated as the question on the form was not answered.
• Only one assessment measure is indicated.
• The tests submitted are written in Japanese, so it is impossible to evaluate how appropriate it is to the goals. Also, it is noted a modified “JLPT” is used but it is not specified how it is modified.
• Level of performance for the JLPT is “close to” Level 3. Need to be more specific.
• Need to submit rubrics for each SLO.

Chinese –

• The student learning outcomes (SLO) are not directed at student learning, but what the assessment will accomplish.

• Suggest knowledge of contemporary Chinese culture be assessed instead of knowledge of Asian history.

• Suggest additional MSUM mission goals be checked. For example, global understanding and multiculturalism/diversity be included.

• There is confusion with SLO #1 between “oral communication” and “listening comprehension.”

• Only one assessment measure is indicated.

• The HSK instrument was submitted, but since it is in Chinese, it is impossible to determine if it is appropriate.

• Unclear whether the program is accreditated as the question on the form was not answered.

Community Health Plan:

• Unclear whether the program is accreditated as the question on the form was not answered.
• The SLOs come from a national organization. Assessing #3 “implementation,” #5 “coordinate,” and #6 “act” may be difficult.
• On SLOs #2 and #4 the desired outcome if 65 percent improvement of all students. Unclear whether this is an average for all students or a range.
• Besides a test, suggest also assessing a project in which students actually plan and evaluate health education programs.

Regional Science Center Plan:

• One outcome is listed and it is not a student learning outcome. 
• Suggest outcomes at the PK-12 level and the undergraduate level.
• Suggest the Regional Science Center and the Planetarium each submit a plan and report.
• Suggest collaborating with those using the two sites to assist in writing SLOs and to review the Library Plan for ideas.

Legal Studies Plan:

• SLOs are wordy. 
• Rubrics are well done.
• Unclear what the final project in PARA 251 is. 
• Unclear on the level of student competency for PARA 251.
• Suggest collaboration with Paralegal program on PARA 251.

Next Meeting: December. 11, 2006, at 10:00 a.m. in BR 250B.

Wallace announced that Cassie Kramer would be back and wants to serve as the student representative on the committee again.

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