Wheaton College’s goal for assessment is the continuous improvement of student learning. We value engagement with evidence that is meaningful, manageable, and sustainable.
Meaningful Assessment at Wheaton should be interesting and useful to stakeholders. Data is meaningful when it enhances understanding of what and how students are learning. Data is best evaluated and interpreted in conversation with others, not as a solo activity. Conversations about data with interested stakeholders lead to higher levels of engagement and are typically more meaningful than written reports. Meaning increases when stakeholders can see how their efforts to assess learning led to observable improvements (i.e., closing feedback loops).
Manageable Assessment at Wheaton should not be a burden. Faculty and staff recognize the need for annual assessment work, but institutional processes should not waste effort. Only meaningful data should be collected. Reports should be limited to what is meaningful and useful to the recipients. Attainable minimums should be encouraged (e.g., programs must assess at least one outcome and provide at least one action to improve learning each year).
Sustainable Assessment at Wheaton should continue through challenges and personnel turnover. Documentation of assessment processes should be maintained and remain accessible (e.g., www.wheaton.edu/assessment). Attention should be given to the onboarding of new faculty, new Research and Evaluation of Student Learning (RESL) committee members, new Chairs, and new Deans. Continued training and assistance should be readily available.
Provost and VP for Student Development Provide top-level leadership and vision for campus assessment. Provide accountability and support for dean-level assessment oversight. Partner with RESL in recommending actions to improve student learning and closing feedback loops.
Research and Evaluation of Student Learning (RESL) Faculty Standing Committee Within the context of shared governance, works with the Director of Institutional Research and Effectiveness in promoting a culture of assessment. Maintains and implements the College’s campus-level assessment plan, including institutional learning outcomes. Provides perspective and interpretation of all institutional data related to student learning. Makes recommendations for improving student learning campus wide.
Director of Institutional Research and Effectiveness Within the context of shared governance, provides consultation and resources, including regular training opportunities, for maintaining a culture of assessment and continuous improvement of learning across campus programs. Serves on RESL. Maintains the archive of assessment plans and reports for the College. Serves as liaison to the Higher Learning Commission.
Academic Deans and Student Development Leaders Provide accountability and support for the assessment activities of departments and programs. Partner with RESL in recommending actions to improve student learning and closing feedback loops.
Undergraduate students will be able to:
Demonstrate broad knowledge across liberal arts disciplines and deep understanding within a specific discipline.
Conduct scholarly inquiry, analyze evidence, and communicate effectively through written, verbal, and creative expression.
Cultivate Christian faith, character, and practice within a Christian community and in relation to the Church.
Develop a grace-filled, Christ-centered understanding of diversity.
Integrate disciplinary and liberal arts learning with biblically and theologically anchored belief and practice.
Graduate students will be able to:
Demonstrate deep understanding within a specific discipline as well as an ability to make broader, interdisciplinary connections.
Conduct scholarly inquiry, analyze evidence, and communicate effectively through written, verbal, and creative expression.
Develop a grace-filled, Christ-centered understanding of diversity.
Integrate disciplinary learning with biblically and theologically anchored belief and practice.
August to May (Academic Year)
Departments and programs conduct assessment activities, incorporating feedback received in prior cycles.
RESL and subcommittees review assessment data for the ILO under review, culminating in a final year-end report to administrators and faculty (see above and/or the Wheaton College Assessment Plan).
April
The RESL chair gives a how-to presentation at the Chairs and Directors meeting describing the annual reporting process and related updates.
The RESL chair presents the final year-end report at a Faculty Business Meeting
May
Departments and programs hold their end-of-year assessment meetings to discuss the year’s assessment data and plan action steps for the following year. Annual assessment reports can be written from the minutes of these meetings.
Beginning of June
Annual Reports for programs are due to the Dean. These reports include a separate assessment section.
Dean’s assistants will forward the separate assessment section to RESL.
Mid-June
RESL and the Program Assessment Subcommittee (PAS) convene the Program Review Workshop, led by the chair of the PAS, to evaluate annual assessment reports from departments and programs.
Late-June
RESL and/or the Director of Institutional Research and Effectiveness hold the Deans Program Review Workshop to prepare the deans to give meaningful feedback to departments and programs.
Early August
Deans provide detailed assessment feedback to their program and department leaders.
All CATC data relevant to the ILO that will be analyzed for the coming year should be submitted to RESL by August 1.
RESL and/or the Director of Institutional Research and Effectiveness will meet with the leader of the Faith and Teaching program to confirm and/or update training materials for first-year faculty.
Mid-to-Late August
Chairs and program leaders share the dean’s feedback with all program faculty and/or staff and make plans to implement their selected actions to improve student learning.