评估 of institutional effectiveness and student learning at all levels of the University is guided by clearly identified objectives and learning outcomes (LOs) aiming at implementing the mission of the unit.  本页解释了在不同级别的机构中如何定义它们,以及它们如何相互作用.

使命宣言 一个部门的, 单位或计划简明地描述了它的目的和价值,以及它与机构使命的关系. 下图显示了不同级别上的目标和LOs是如何相关的.

图1.1.1 .大学评估过程的层级对齐结构.

 

Institutional-level objectives (Pillars) and Institutional-level learning outcomes (核心能力) are derived directly from the University 任务 and 战略计划 and form the basis for the assessment of the University’s 制度的有效性.  在单元和程序级别, 目标和学习成果来源于单位和项目任务, 由所属单位或项目的工作人员起草并定期修订, 并与大学的支柱和核心能力相一致. 这一进程继续向较低层次发展,同时同样注意连贯性和一致性. 在上图中, arrows pointing downward are meant to illustrate that objectives and learning outcomes at higher levels are used to define objectives and learning outcomes at lower levels. 向上的箭头显示了评估工作的执行路径.

的 link between higher and lower level objectives and learning outcomes is articulated in alignment matrixes (green boxes). 为all单位和部门起草校准矩阵, 它们是评估报告模板的一部分,收集在 机构校准寄存器.

 

机构目标和学习成果

的 definition of objectives and learning outcomes at the institutional level is part of the 战略计划ning process undertaken regularly by the 总统, 领导团队和董事会与教职员工进行互动交流. 根据当前的战略计划(2020-2023), 大学的使命由五个不同的支柱推进:社区, 课程, 校园, 沟通, 和持续改进. 每一个支柱都被进一步划分为一组核心计划. 战略计划的成功可以通过核心计划的完成来确定.  核心计划的完成进度由一组关键绩效指标来衡量, 及时完成里程碑, 收集与具体单位目标相关的可交付成果. 机构的学习结果已经确定, 并定期回顾, 由总统和教务长与教员协商. 目前的院校学习成果被称为“核心能力”。. 十大靠谱网投平台提供的每一个学术项目都证明了连贯性, 主要通过铰接对齐表, 具备制度核心能力.

 

单元目标和项目学习成果

每个行政单位和学术项目分别定义了自己的目标和学习成果. Note that the choice of using “objectives” for administrative units and “learning outcomes” for academic programs stemmed from the need to align with previous practices at the University while also maintaining the assessment process simple. Objectives and learning outcomes must be measurable and aligned with those defined at the institutional level (meaning that lower-level objectives and LOs should contribute to the achievement of higher-levels ones) and must be agreed upon by all direct stakeholders. 作为评估-规划-执行周期的一部分, objectives and LOs should be subject to continuous revision and improvement (here are some recommendations on the definition of objectives and learning outcomes)

 

衡量目标的达成和学习成果

 

机构目标

在现行的策略计划下,机构目标被称为“核心措施”. 的 advancement of the Core Initiatives of the 战略计划 is measured and monitored through a collection of kpi, 可交付成果, 和里程碑. 的se measurements are gathered annually either through the regular unit and program assessment reports or through complementary processes such as 校友 surveys, LinkedIn的研究, 专门报告.    

可交付成果, kpi, 和里程碑 for each of the Core initiatives of the 战略计划 are established by the 总统 and 领导 Team in consultation with the Dean of 制度的有效性 and all stakeholder staff and faculty. 可交付成果, kpi, 和里程碑 for each of the Core initiatives of the 战略计划 are collected annually and archived in the 战略计划 DashBoard under the supervision of the 总统 and Dean of 制度的有效性.

 

单元目标和项目学习成果

评估 methodologies for each one of the administrative unit objectives and academic program LOs are specified in the “Objectives” and “Learning Outcomes” tables of the 评估 Report Templates. Each university Unit or program defines the most appropriate measures and target results for its own objectives and LOs. 在评估学生的学习,信誉排行榜区分两种类型的证据:直接和间接. 直接证据通过明确的标准(e.g., by a grading rubric) or at tests where specific items are associated with specific learning outcomes (the ensemble of these links are referred as the “blueprint’ of the test). 间接证据是由调查和问卷提供的,包括对学习的意见和知觉.g.:来自学生评价). 评估 of student learning should ideally be based on a mix of direct and indirect evidence though direct evidence alone will suffice.  在任何情况下,仅靠间接证据不足以证明学习成果的取得. 支持单位或程序使用的测量方法的任何工具-如评分标准, 组合创建说明, 资格考试或综合考试-应该被描述或包含在评估计划中.

对单位目标达成情况的评估应该是客观的、有代表性的和具有成本效益的. 作为一般的最佳实践规则, 每当单位负责产生特定的kpi时, 可交付成果, 或里程碑来衡量战略计划仪表板的具体核心计划, 单位应该定义与那些核心计划直接一致的目标,并使用相同的kpi, 可交付成果, 或者是衡量朝着目标前进的里程碑.