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 Assessment of Student Learning

CASL - September 22, 2011

Present:  John Schwetman, Shannon Godsey, Ted Schoen, Jim Klueg, Brandy Hoffman, Mick McComber, Eric Musselman, Richard Davis, Julia Williams, Molly Harney, Jackie Millslagle, Jeni Eltink, Wayne Jesswein

A grant proposal from Physical Education to send 4 individuals to a national meeting that included sessions on assessment was approved at $400 each for a total of $1600

Feedback on the first liaison training:

  • Good length

  • Appropriate information; good overview on work to date.

  • In the future, consider a structured component meant for sharing experiences; might have been helpful for new liaisons.

  • Helpful to have received the mentor feedback. 


Discussion on goals for the year.  Suggestions came from issues identified through discussions with programs and review of literature/best practices. 

  • Formative assessment – programs would  need strategies.  Brandy described how her program is isolating a particular problem area of student learning and attempting specific approaches to remedy.  It ws suggested that we find and provide discipline-specific case studies dealing with formative assessment.  Jeni asked how formative assessment can be handled in activities that occur over a short time frame?  Julia raised the question of definition – isn’t all assessment formative in some send because it feeds back to improve the learning. 

  • Clarify connection between program goals and UMD outcomes.  It was suggested that we  begin by reminding the campus that program outcomes are not expected to map to all UMD outcome

  • Use of ePortfolio and capstone courses.  Brandy described how ePortfolio is being used in Writing Studies, with emphasis on the use of reflection as a skill.  How is creating a portfolio and reflection on learning related to lifelong learning as an institutional outcome?  What is the definition of lifelong learning? How can it be measured?  Engineering suggests it is developing ”capacity” to be a lifelong learner. 

  • Should CASL promote having outcomes on program web pages instead of in a central location.  Some suggested that maintenance would be easier if they were held locally.  A template that could be easily used by each program would be good. 

There was no consensus on where CASL’s emphasis should be this year; but none of the suggested goals were suggested to be inappropriate. 

Shannon noted that she has had several conversations with liaisons in programs where no data was collected last academic year. 

A copy of our last semi-annual Academy update and mentor feedback was distributed.

Shannon reported on next steps for the liberal education pilot. 

Jackie Millslagle, recorder


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