Below are descriptions of the major components of Concordia's college-wide assessment plan.  Results of these assessment activities are available on the F.Y.I. assessment newsletter web site.
 

CAAP Critical Thinking Test

The CAAP Critical Thinking Test  measures students’ abilities to clarify, analyze, evaluate, and extend arguments. The test consists of four passages that are representative of the kind of issues commonly found in a college curriculum. A passage typically presents a series of sub-arguments in support of a more general conclusion(s). Students answer questions about each of the passages. Sample questions can be found at http://www.act.org/caap/sample/thinking.html

We plan to re-test students in their senior year so we can obtain information about their growth in critical thinking skills. We hope to be able to draw some conclusions about students’ learning experiences and determine which of these experiences seem to contribute to growth in critical thinking skills.

Additional information about this test is available at http://www.act.org/caap/ovrview2.html
 

College Student Experiences Questionnaire

The College Student Experiences Questionnaire (CSEQ) measures student progress and the quality of students' experiences both in and out of the classroom. The CSEQ asks questions about these topics:

· background information about students and their status in college
· students' engagement in reading, writing, and other learning activities
· characteristics of the college environment associated with learning
· gains or progress toward achieving learning goals
· satisfaction with college

We administer this survey to first year students in January-February of every other year.  These same students are also invited to complete the survey during the spring of their senior year.

Additional information about this survey is available at http://www.indiana.edu/~cseq/
 

Academic Profile

The Academic Profile measures college-level reading, writing, and critical thinking in the context of material from the humanities, social sciences, natural sciences, and mathematics. It is intended to serve as a measure of general education outcomes, such as a students’ ability to read carefully, make judgements about clarity of material, and
think critically.

We administer this test to first year students before they begin their classes, during new student orientation.  These students are also invited to complete the test during their senior year. This information will help us answer the questions "How do students’ skills change as they progress from first to fourth year?" and "How much growth in learning in general education have our students achieved?"

Additional information about this test is available at http://www.ets.org/hea/acpro/index.html
 

Alumni Survey

The alumni survey was designed by faculty and administrators at Concordia College.  It focuses primarily on achievement of learning outcomes and not on satisfaction with college life.  A copy of the survey and the survey results are available on the assessment web site.

The alumni survey will be administered every three to four years.  Results for the entire college as well as results for each major are shared with the department (if response rates for the major are adequate.)  Departments also have the option to include program-specific questions with the college-wide survey, which includes questions in these areas:
· Demographic, Employment, and Graduate School Questions
· Ratings of Learning Experiences
· Ratings of Skills and Abilities
· Current Activities
· Open-ended Questions (least and most useful aspects of Concordia education, would you recommend Concordia to someone who wanted to major in your field, etc.)
 

Focus Groups

Focus groups of new first year students, transfer students, and international students were conducted in 2000-01. The purpose of these discussions was to obtain feedback about students' adjustment to college, the learning environment, and expectations that were and were not met.  We anticipate that these discussion sessions will become an ongoing part of the college's assessment plan.
 

Student Affairs Surveys

Student Affairs conducts a New Student Survey each year.  The survey asks students how well high school helped them develop knowledge and skills, asks for students' ratings of their abilities, and asks about students' degree aspirations.  It is administered annually, except for years when the CIRP survey is administered (1995, 1999, 2003).  CIRP is a national longitudinal study, so we can compare Concordia students' responses to responses of students enrolled at other liberal arts colleges.  The CIRP survey includes questions in the following areas:

·demographic characteristics
·expectations of the college experience
·secondary school experiences
·degree goals and career plans
·college finances
·reasons for attending college
·attitudes, values, and life goals

Information about the CIRP survey is available at http://www.gseis.ucla.edu/heri/heri.html
 
 

Additional Assessment Initiatives

Although efforts to assess general education are underway, additional activities need to be implemented.  The next several pages summarize the college-wide assessment plan.  An overview of assessment activities completed in 2000-01 and a proposal for 2001-02 assessment activities is included.  Suggestions for changes in the assessment plan are always welcome.

Project        Population/Sample   Coordinator    Frequency

SUMMER
New Student        New Students        Jim Meier       Annually
Survey

AUGUST
Academic Profile   First Year         Kay Schneider    Every four
                    Students                           years

SEPTEMBER/OCTOBER
Financial Aid         N/A             Kay Schneider    Annually
Yield Analysis

IPEDS Survey          N/A             Kay Schneider    Annually
                                       and others

ELCA Survey           N/A             Kay Schneider    Annually
                                       and others
NOVEMBER/DECEMBER
AAUP Faculty          N/A             Kay Schneider    Annually
Salary Survey

JANUARY/FEBRUARY
CSEQ                Fourth Year       Kay Schneider    Every other
                     Students                           year

College Student     Fourth Year       Morrie Lanning   Every other
Survey               Students     and/or Kay Schneider  year

MARCH/APRIL
Student Involvement    All            Lois Cogdill     Every four
Survey               Students                           years

Health Behavior     All Students      Lois Cogdill     Every other
Survey                                                  year

Transfer Student     Transfer         Kay Schneider    Annually
Focus Groups         Students

New Student          New First        Kay Schneider    Annually
Foucs Groups         Year Students
 
 

                Direct Measures          Indirect Measures

                                                             Critical                                               Health                          Incoming
                                          Academic     Thinking           Alumni                       Behavior      CIRP         Student
                                          Profile          Test                 Survey        CSEQ      Survey        Survey       Survey

Love of learning                                                                                     X                  X
A committment to                                                              X                  X                               X               X
    excellence
Habits of self-                                                                                                        X               X               X
    discipline & well-being
Growth in
    thinking skills                     X                    X                  X                 X
Competence in
    basic skills and
    problem solving                 X                     X                  X                 X                                X
Growth in                                                     X                  X                 X
    independent thinking
Breadth of                             X                                         X                 X                                X                X
    knowledge
In-depth knowledge                                                           X                 X
    of a discipline
 An informed religious                                                       X
    commitment
Reflection of moral values                                                 X                                     X           X