As reported in the AY 2018-19 [CAPS] Course Assessment Reporting Summary of Key Evidence for UCORE, fall 2018 assessment results indicated that, for the four required Learning Goals in [CAPS] courses, 82% of students met or exceeded expectations at the graduating senior level for Critical & Creative Thinking, 83% for Information Literacy, 82% for Integration of Learning, and 83% for written communication.

As reported in the AY 2018-19 [ROOT] Final Papers Assessment Summary of Key Evidence for UCORE (PDF), assessment results indicated that, on average, 67% of first-year students met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Information Literacy. Additionally, on […]

WSU’s Pullman English Composition Program has used English 101 (College Composition) assessment results to guide professional development for instructors and to start conversations across campuses to increase the shared understanding of instructors about the learning outcomes and expectations for student achievement.

Over the summer, the Northwest Commission on Colleges and Universities (NWCCU) reaffirmed WSU’s institutional accreditation; an acknowledgement that we, as a university, continue to meet or exceed criteria for the assessment of institutional quality evaluated through a peer review process. NWCCU also commended WSU’s work in assessment, especially the assessment of the learning outcomes of […]

As reported in the AY 2017-18 [ROOT] Diversity & Inequality Papers Assessment Summary of Key Evidence for UCORE (PDF), assessment results indicated that, on average, 70% of first-year students met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Diversity. Additionally, […]

As part of AY 2017-18 [CAPS] Course Assessment reporting, instructors who indicated they had taught their [CAPS] course before were asked to report if they had made any changes to their courses based on assessments from previous semesters. Additionally, instructors indicating that they would be teaching their [CAPS] course again in the future were asked if they planned to make any changes based on assessments from this semester. Overall, 68% of instructors indicated that they had made or planned to make a change to their course based on assessment.

As reported in the AY 2017-18 [CAPS] Course Assessment Reporting Summary of Key Evidence for UCORE (PDF), assessment results indicated that 78% of students met or exceeded expectations at the graduating undergraduate level for Critical & Creative Thinking, 79% for Information Literacy, 79% for Depth, Breadth & Integration of Learning, and 78% for written communication. In […]

Last academic year, 24 English 101 instructors participated in a pilot Holistic Skills Assessment Project to gauge student learning on written communication (a sub-goal of the Communication learning goal) for UCORE, as well as provide English 101 faculty with information for program development. As reported in the AY 2017-18 English 101 Holistic Skills Assessment Summary […]

The Office of Assessment of Teaching and Learning (ATL) is pleased to offer an assignment design workshop this May, “Clearer Assignments Promote Better Student Work,” designed to assist instructors in designing and refining assignments to more effectively foster and assess student learning, while increasing possibilities for student success. A well-designed and transparent assignment can promote […]

The 2017 UCORE Assessment Summary of Student Achievement (PDF) is now available to WSU faculty, leadership, and other stakeholders. This report is intended to summarize results of UCORE-related student learning assessment on WSU’s Seven Learning Goals of Undergraduate Education, using data collected through 2017 and available to the UCORE Assessment subcommittee.