1. Select the 'New Assessment' on the navigational bar.

2. Choose a new 'Learning Activity' to enter for your Course Assessment / Evaluation.

3. Choose whether you would like to add a measure. To do this simply select "Add a Measure".

4. Decide if you would like to enter a Finding, Target, or Status. (Multiples can be selected)

5. Finally enter your 'Action Plan' for the identified course.

6. After ensuring you have entered information accurately into the form select the "Submit" button.

7. Any saved entry will be available to be pulled up at a later time through the "Find Entries" section.

1. Query options include the Term, Department, Course Number, and or Course Area.

2. With the 'Term' drop down you can select from options Fall, Spring, or Summer from the previous 5 years.

3. Under 'Department' there is the ability to drop down and select any academic department associated with a course at La Roche College.

4. You may also put in any 'Course Number' into the available text input field to strengthen query results.

5. The 'Course Program' drop down further allows Undergraduate, Graduate, and International Program to narrow down a course by academic program.

6. Lastly, there is the query by 'Course Area' drop down field where anything from Literature to Engineering area course assessments can be queried upon.

7. Once your query options have been selected you can then select the 'Search' button to see your results in the 'Archived Assessments' section or opt to 'Reset' and reset the query fields.

Compatible browsers include: Safari, Microsoft Internet Explorer, Microsoft Edge, Chrome, and Safari. Further announcements will be made if restrictions are found. Basic look and feel across browser platforms may vary.

Compatible mobile devices include: Apple iPhone w/ iOS 11 or later (Safari or Chrome) and Android OS (Chrome). Future site version will support tablets such as Amazon Kindle and Apple iPad

You can find all of the same navigational menu options that are available on your desktop PC while on your phone when you select the "hamburger" button. See image below.

To do assessment only for the goal of doing assessment and writing a report would be a waste of time. Instead, you should link your assessment practices to compelling, powerful, and consequential processes. You can link it to curriculum revisions, distance learning, retention, service learning, and improving student learning and teaching strategies.

There is considerable evidence that assessment drives student learning and curriculum. Most importantly, our assessment tools tell our students what we consider to be important and make clear our expectations of what the student will do to be successful in the course or program. They will learn what we guide them to learn through our assessments. By using appropriate assessment techniques, we can encourage our student to raise the bar. Think of assessment for learning as the “learning process” where our students and we receive significant feedback to improve learning.

It’s not always the assessments, but the changes they lead to, that are important. Change and innovation take courage, but they’re also at the heart of the teaching profession.

Not really. Assessment involves a sample of behavior from your student that can be observed and judged on the basis of specific criteria developed and assessed in multiple modes and contexts. For example, a project, presentation, a number of writing assignments, labs, and moreWe can’t just say that 73% of our students are getting As and Bs, so we must be doing okay. A letter grade itself does not give enough information about the learning that is occurring.

It provides teachers with useful information about their students, including the quality as learners and readiness for learning. Ongoing assessment informs the teachers about the pace and progress of student learning in their classroom.

It provides teachers with useful information about their students, including the quality as learners and readiness for learning. Ongoing assessment informs the teachers about the pace and progress of student learning in their classroom.

No, it’s not extra. You’re already assessing. It’s those learning opportunities that you have designed in your curriculum where you can give your students on-going feedback so that they can improve learning. Only faculty who guide the learning process can identify the student learning outcomes of that process, what it is they expect to happen to/for the student. It is the faculty who teach in that program, who can interpret the results, and recommend improvements in pedagogy and curriculum.

No. We’re focusing on the classroom level. Assessment is informed by the expertise and professional judgment of the faculty. Faculty in an academic department or program, interpreting the results of an assessment measure, might collectively decide to give more attention to certain outcomes, and might even recommend changes in pedagogy.

Yes, by all means. All faculty—full and part-time are involved in student learning, and therefore are expected to be involved in assessment. We have many creative and dedicated adjunct faculty at La Roche, and their contribution to assessment is valuable.

The focus of assessment is student learning. The most significant educational interaction happens between students and faculty in the classroom. The individual class section is part of a course, and courses are parts of programs. These levels reflect different, yet interrelated, facets of a student’s education.

Assessment is a tool; however, it is a tool by which we can communicate with our students about learning with learning opportunities and ongoing feedback. Assessment does not accomplish learning— but it provides information to the student and the faculty who may use it to improve learning.

Course-level assessment involves assessing student learning in a particular course. This can be accomplished using various assessment measures, which have corresponding targets and findings. This information is summarized each semester in the Course Assessment Template. It is an ongoing process with the primary purpose of improving course-level instruction and student learning.

The information from Course Assessment Templates contributes to the overall program assessment, along with other program-level assessment measures. This program assessment is accomplished through an annual process where each program/discipline designs and implements an Assessment Plan, measures learning outcomes, analyzes the data collected, communicates the information, and uses these results to develop an action plan aimed at improving student learning.

College assessment efforts include course-level assessment, program assessment, and assessment of general education. The goal of assessment of student learning at La Roche is to improve student learning and support the College in fulfilling its educational mission. Assessment provides evidence of how well La Roche is meeting its mission and helps identify areas for improvement.

All faculty, both full time and adjunct, should participate in assessment. All have a stake in the success of their respective program or discipline.

Resources are available on the intranet and on my.laroche.

Please contact Laura Oknefski, M.Ed., Director of Retention and Assessment at 412-847-1812 or Laura.Oknefski@laroche.edu.