University Studies Assessment Plan, Methods, and Tools

In order to gauge student learning and understand their experiences, University Studies uses a variety of assessment tools, including review of student work and anonymous surveys. Each level of the program is assessed slightly differently.  You can link to an explanation of the instruments from the Assessment Plan table below. 

Please explore our findings and actions based on those findings from our reports page.

If you have any questions or comments about assessment in University Studies, please contact Rowanna Carpenter, Assessment Coordinator (carpenterr@pdx.edu).

Assessment Plan

Level	Fall	Winter	SPRING	Summer
	FORMATIVE:  Early Term Assessment		SUMMATIVE:  End-of-year assessment	SUMMATIVE:  Portfolio review
see reports	FORMATIVE:  Prior Learning Assessment Early term Assessment SUMMATIVE:  Early-year assessment survey	FORMATIVE: Early term Assessment SUMMATIVE:  Mid-year assessment survey	FORMATIVE: Early term Assessment SUMMATIVE:  End-of-year assessment survey	SUMMATIVE:  Portfolio review
see reports	FORMATIVE:  Prior Learning Assessment Early term Assessment SUMMATIVE:  End-of-term assessment survey	FORMATIVE:  Early term Assessment SUMMATIVE:  End-of-term assessment survey	FORMATIVE:  Early term Assessment SUMMATIVE:  End-of-term assessment survey	FORMATIVE:  Early term Assessment SUMMATIVE:  End-of-term assessment survey Portfolio and work sample review
see reports	Project based assessment
see reports	FORMATIVE:  Small Group Instructional Diagnostic (all new instructors and 20% of returning instructors) SUMMATIVE:  Capstone student experience questionnaire	FORMATIVE:  Small Group Instructional Diagnostic (all new instructors and 20% of returning instructors) SUMMATIVE:  Capstone student experience questionnaire	FORMATIVE:  Small Group Instructional Diagnostic (all new instructors and 20% of returning instructors) SUMMATIVE:  Capstone student experience questionnaire	FORMATIVE:  Small Group Instructional Diagnostic (all new instructors and 20% of returning instructors) SUMMATIVE:  Capstone student experience questionnaire Capstone course portfolio review

Student Surveys and Evaluations

Each student survey and course evaluation used in University Studies was developed with faculty input.  These survey align with program expectations about our learning goals and pedagogical approaches. 

• Prior-Learning Survey (FRINQ & SINQ): Given to entering students at the beginning of the year-long Freshman Inquiry sequence and during fall temr for Sophomore Inquiry courses. Data collected from these surveys helps faculty understand students' background and base of knowledge.

• Early-Term Feedback (FRINQ & SINQ): Given at midterm in Freshman and Sophomore Inquiry courses as a formative measure of classroom learning and the environment.

• Early-, Mid-, and End-of-Year Surveys (FRINQ): Given to students in Freshman Inquiry at the end of each of their three terms. The information gathered from these surveys helps faculty understand their students' experience and is used by the program as one way of evaluating student learning related to University Studies goals .

• End-of-Term Survey (SINQ): Given to students in Sophomore Inquiry at the end of each of their SINQ courses. The information gathered from these surveys helps faculty to understand their students' experiences and is used by the program as one way of evaluating student learning related to University Studies' goals.

• Capstone Student Experience Questionnaire: Given to students in Capstones at the end of their course. These surveys provide information to faculty and the program about students' experiences in their capstone course.

Freshman and Sophomore Inquiry ePortfolios

The ePortfolio is a year-long assignment in all Freshman Inquiry courses and is implemented in some of our 10-week Sophomore Inquiry courses.  Through the ePortfolio students reflect on their learning and on the University Studies goals.  On-line resources are available to support students as they develop their ePortfolios.  We also offer a gallery of example ePortfolios.

The ePortfolios are assessed using faculty-developed rubrics related to each goal.  The results of that assessment are shared with faculty teams and are used for overall program improvement.

Capstone Course ePortfolios

Capstone faculty develop course portfolios that include syllabi, assignment instructions, student work, and a faculty reflection on one of the University Studies goals. These portfolios are assessed to determine that students have opportunities to meet our learning goals at the Capstone level.