Using Assessment to Inform Decision-making in Spring 2016 UCORE Capstone [CAPS] Courses

As part of the Spring 2016 [CAPS] Course Assessment reporting, instructors were asked to indicate if they had made changes to their course in spring 2016 based on assessment from previous semesters. Overall, 39% of instructors indicated that they had made changes to their course in spring 2016 based on assessments from previous semesters. Most commonly the changes were to assignments or instructional approach. 

Below are some examples.

Changes [CAPS] Instructors Made: Spring 2016 UCORE [CAPS] Report Summary Results

TypeQuotations - Selected Sample
  • "Term project was redesigned to result in more specific outcomes"
  • "I incorporated more referencing requirements in the course papers"
  • "We transitioned to having the weekly assignments be presentation based”
  • "I introduced project-based learning"
  • "Yes; greater focus on in-class discussion"
  • "Each student worked with a mentor on a voluntary basis"
  • "Examples of expected capstone final paper"
  • "More discussion of current scientific articles"
  • "I added a business simulation"
  • "I replaced the exam with random quizzes to encourage attendance"
  • "More short answers on the tests"
  • "Added additional items to syllabus"
  • "I added a survey"

Assessment results inform continual reflection and discussion of teaching and learning; they contribute to decision making to ensure effective teaching and learning. Decisions can include choosing to make changes, continue current effective practices, or build on strengths.

For additional information about how student learning evidence contributes to decision making intended to support student learning and quality educational programs, including general education, see Use of Student Learning Evidence. See Key Assessments for additional information about UCORE Capstone [CAPS] Course Assessment.