Assessing Cocurricular, Extracurricular, and Auxiliary Units
Distinguishing between Cocurricular, Extracurricular, and Auxiliary Units
Defining Cocurricular, Extracurricular, and Auxiliary Units
Cocurricular
Cocurricular activities are structured activities that complement the academic curriculum. They often align with educational goals.
It is required to develop at least one learning outcome.
Extracurricular
Extracurricular activities are voluntary activities that students participate in outside of the academic curriculum. These activities may not directly relate to academic goals but contribute to personal growth, social skills, and community engagement.
It is required to develop at least one outcome. It can be either a learning or an administrative outcome.
Auxiliary
Auxiliary units provide additional services and support to enhance the educational experience but are not directly tied to academic or co-curricular activities. They often help facilitate student life, well-being, and institutional operations.
It is required to develop at least one administrative outcome.
General Considerations When Developing Outcomes
- Learning Outcome
- This is an outcome that can be directly tied to student learning (i.e., student grades, cognitive development, leadership skills, etc.).
- Administrative Outcome
- This is an outcome that is tied to the administration of your unit (i.e., number of students served, effectiveness of service, etc.)
- Alignment with Institutional Goals
- Ensure that assessment methods align with the institution’s overall mission and strategic plan, or university learning outcomes.
- Continuous Improvement
- Use assessment findings to inform program development and enhancements, fostering a culture of continuous improvement.
- Stakeholder Involvement
- Engage students, faculty, and staff in the assessment process to create a comprehensive understanding of outcomes and needs.
Rubric Overview
This rubric evaluates the completeness and quality of program assessment reports. Each category is rated as Exemplary, Good, Developing, or Needs Improvement.
Legend
- Exemplary — 🟩Green
- Good — 🟨Yellow
- Developing — 🟧Orange
- Needs Improvement — 🟥Red
Cocurricular, Extracurricular, and Auxiliary Unit Assessment Rubric
| Exemplary | Good | Developing | Needs Improvement | |
|---|---|---|---|---|
|
Program Information |
||||
|
Program Information |
All program information sections and distinctions are complete. |
Most program information sections and distinctions are complete. |
Less than 50% of program information section complete OR no distinction is present. |
Program information not started. |
|
Assessment Schedule (Is the schedule the same?) |
All outcomes are assessed within a two-year assessment review cycle (Accreditation and Assessment Office). |
All outcomes are assessed within a four-year assessment cycle (Higher Learning Commission). |
Most outcomes are assessed within a four-year assessment cycle (Higher Learning Commission). |
Fewer than 50% of outcomes are assessed within a four-year assessment cycle (Higher Learning Commission). |
|
Outcomes |
||||
|
Learning and Administrative Outcomes |
One appropriate outcome is present. |
One appropriate outcome is present, but additional information may be needed. |
A) The present outcome is not appropriate; OR B) outcome is not distinct. |
A) One appropriate outcome is not present. |
|
Methods |
||||
|
Outcome-Method Alignment |
Clearly defined alignment between the outcome(s) and selected method(s) as described in the report. |
Somewhat clearly defined alignment between the outcome(s) and selected method(s) as described in the report. |
Alignment between outcome(s) and method(s) is not clear. |
No evidence of alignment between outcome(s) and method(s). |
|
Method & Method Type |
Method(s) are clear; have face validity for specific purposes and student learning or administrative outcomes; use both direct and indirect method(s). |
Method(s) are clear; have face validity for specific purposes and student learning or administrative outcomes; use ONLY direct OR indirect method(s). |
Method(s) are clear; lack face validity for specific purposes OR student learning or administrative outcomes; use ONLY direct OR indirect method(s). |
Method(s) lack clarity; lack face validity for specific purposes OR student learning or administrative outcomes; use ONLY direct OR indirect method(s). |
|
Method Target |
Clear student or staff focused targets (i.e., rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.). |
Clear student or staff focused targets; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.). |
Clear student or staff focused targets; targets are not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.). |
Unclear target OR not student or staff focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.). |
|
Findings |
||||
|
Data Reported (e.g., data collection/method of sampling, item analysis, frequency counts, instrument norming statistics, etc.) |
Results presented in a clear, easy to interpret format; explanation of data collection method clearly articulated to include such items as sample size, sampling method and background of students or staff. |
Results presented but take some time to find and/or interpret; some information about data collection methodology provided. |
Results presented but were not clear or easy to interpret; very little information about data collection methodology provided. |
Results are not presented. |
|
Analysis & Reflection |
Interpretation of results clearly presented and appropriate based on analysis of the data; if possible, combines analysis of direct and indirect measures in context to the relevant administrative system. |
Interpretation of results is somewhat clear and appropriate based on analysis of the data in context to the relevant administrative system. |
Interpretation of results is unclear or inappropriate based on analysis of the data in context to the relevant administrative system. |
Interpretation of results not reported. |
|
Action Plan |
Clearly identifies plans for action based on assessment results, including timeline for implementation and persons responsible for implementation; action plans may include the following scenarios: 1) Target Exceeded—Consider longitudinal data and whether the assessment method should change, 2) Target Met—Continue to monitor over an identified timeline, 3) Target Not Met—Improvement Plan articulated, OR recognition of invalid/unreliable assessment process changes needed. |
Evidence of plans for action tied to assessment results but may not identify a timeline or area for implementation or persons responsible for implementation and/or all possible scenarios of assessment results. |
Evidence of plans for action not clearly tied to assessment results and does not identify a timeline or area for implementation or all scenarios of assessment results. |
Does not specify plans for action based on assessment results. |
|
Personnel |
Personnel are listed and more than the assessment leader are involved in the full assessment process. The Process is described. |
Personnel are listed and more than the assessment leader are involved in the full assessment process. |
The assessment leader is listed. |
No personnel are listed. |
|
Evidence (e.g., raw data, rubrics, meeting minutes, student artifacts (free of all identifying information), etc.) |
Sufficient evidence is provided to corroborate all data reported, such as rubrics; spreadsheets with rubric scores; spreadsheets with rubric scores; interrater reliability information; aggregated test/item analysis; test psychometric statistics; disaggregated test/item analysis by groups of students or staff with relevant characteristics; licensure exam scores; surveys; survey results; focus group themes/transcripts; meeting minutes; advisory board feedback or analysis; etc. Evidence is a mixture of direct and indirect measures. This is true for ALL findings. |
Supporting evidence provided is linked to data, but partially substantiates data reported and is a mixture of direct and indirect measures; this is true for MOST findings. |
The link between finding and supporting evidence is difficult to determine; this is true for SOME findings. There is not a mixture of direct and indirect measures. |
No substantiating evidence provided. |
|
Mapping |
||||
|
Completion |
All units map to at least one ULO and three HLC criteria; All maps (i.e., University Learning Outcomes, administrative outcomes) are complete within the workspace. |
All units map to at least one outcome on the ULO map, but no other maps are complete. |
Both the ULO and HLC criterioa map is incomplete. |
No work appears on any map. |
|
Assessment Over Time |
Assessments appear consistently throughout the unit’s maps. |
Assessments appear inconsistently on the unit’s maps. |
Assessments are concentrated in one area of the unit’s map. |
Assessments do not appear on the unit’s maps. |
Possible Assessments
Cocurricular Assessment Examples
Study Abroad, Academic Clubs, Service-Learning Programs
- Surveys and Feedback Forms
- Gather student feedback on their experiences, perceived learning outcomes, and areas for improvement.
- Learning Outcomes Assessment
- Develop specific learning objectives for each activity and assess whether students meet these through reflective essays, presentations, or projects.
- Participation and Engagement Metrics
- Track attendance, involvement in leadership roles, and the number of students participating over time.
- Portfolios
- Encourage students to compile work, reflections, and artifacts that demonstrate their learning and development through cocurricular activities
Extracurricular Assessment Examples
Sports Teams, Arts and Performance Groups, Clubs and Organizations
- Event Participation Metrics
- Measure attendance and participation rates in events and activities, analyzing trends over time.
- Peer Assessment
- Encourage students to assess each other’s contributions and teamwork skills within clubs or teams.
- Impact Surveys
- Conduct pre- and post-participation surveys to measure changes in skills (e.g., leadership, teamwork) and personal growth.
- Retention and Satisfaction Surveys
- Assess how involvement in extracurriculars affects student retention rates and overall satisfaction with their college experience.
Auxiliary Assessment Examples
Student Health Services, Career Services, Housing and Residential Life
- Service Utilization Metrics
- Track the number of students using services (e.g., counseling sessions, health services) and analyze trends.
- Outcome Evaluations
- Use assessments like satisfaction surveys to gauge student satisfaction with the services provided and the effectiveness of those services.
- Performance Metrics
- For units like career services, measure outcomes such as job placement rates, internship success, and employer satisfaction.
- Focus Groups and Interviews
- Conduct qualitative assessments to gain deeper insights into student needs, experiences, and areas for improvement.