Assessment Manual
The purpose of this manual is to articulate Arkansas State University’s (A-State) processes for executing student-learning assessment to its various constituencies. The overall intent of student-learning assessment at A-State is the continuous improvement of curriculum and student-learning opportunities. A process of assessment is essential to continuous improvement, and therefore, commitment to assessment must be deeply embedded in our core values. Assessment applies not only to student learning and educational outcomes, but also to our institution’s approach to improving institutional effectiveness.
Our commitment to assessing student learning proceeds from the institution’s mission and learning outcomes. It involves faculty and co-curricular leaders at all points in the process and includes analysis of assessment results. Faculty and co-curricular leaders are subject-matter experts, and their input is respected and critical for thorough and effective student-learning assessment. Furthermore, assessment results are used to improve A-State’s academic programs, co-curricular learning opportunities, ancillary services, and other operations.
This Assessment Manual outlines Arkansas State University’s institutional approach to student-learning assessment. It is organized around three core areas:
- A-State’s assessment infrastructure, including the shared governance committees and accreditor expectations that guide assessment practices;
- Procedures for documenting student-learning assessment, such as the use of Nuventive, Simple Syllabus, and university surveys; and
- Processes for conducting student-learning assessment, including program-level, general education, and cocurricular assessment cycles.
This manual is designed to support faculty, staff, and assessment leaders in aligning their practices with institutional goals and accreditation standards, fostering a culture of continuous improvement across academic and cocurricular programs.
Assessment Infrastructure
The Office of Accreditation and Assessment utilizes a shared governance committee structure to make decisions, implement change, and oversee the evaluation of assessment efforts institutionally through a three-committee structure. At the highest level, the institution is assessed through University Learning Outcomes established by the Accreditation and Assessment Committee. Other assessment efforts reported to the Office of Accreditation and Assessment include Program Assessment, General Education Assessment, and Cocurricular/Other Assessment. Committees A-State Book of Committees
Committees
The Office of Accreditation and Assessment coordinates three committees that support accreditation and assessment efforts.
Accreditation and Assessment Committee
The A-State Assessment Committee (AAC) at A-State is charged with the primary responsibility of planning and directing assessment at the university level and for the university learning outcomes. The AAC recognizes that faculty and co-curricular leaders are subject-matter experts, and their input is respected and critical for thorough and effective student-learning assessment at A-State.
Program Assessment Committee
The Program-Assessment Committee (PAC) at Arkansas State University is charged with the primary responsibility of planning, advising, and directing program-level assessment. The PAC acknowledges that faculty are subject-matter experts, and their input is respected and critical for thorough and effective student-learning assessment of each program offered at A-State.
Co-Curricular Assessment Committee
The Co-Curricular Assessment Committee (CAC) at Arkansas State University (A-State) is charged with the primary responsibility of planning and directing the assessment of co-curricular units. The CAC acknowledges that co-curricular leaders are experts in their field(s) and their input is respected and critical for thorough and effective student-learning assessment of the co-curricular units at A-State.
➤ See: A-State Book of Committees
Accreditor Expectations
A-State's institutional accreditor, the Higher Learning Commission (HLC), and programmatic accreditors have expectations for the assessment of academic and cocurricular programs as a way of ensuring continuous improvement. The HLC lists their expectations for assessment in Criterion for Accreditation 3 and Assumed Practices C.
University Learning Outcomes Assessment
University Learning Outcomes are determined and assessed by the Accreditation and Assessment Committee. These are institutional outcomes that all programs map to in the assessment process.
University Learning Outcomes
| Creative and Critical Thinking | Students will demonstrate the creative and critical thinking skills needed to evaluate relevant information and/or ideas, formulate innovative strategies, and solve problems. |
| Communication | Students will communicate effectively in social, academic, and professional contexts using a variety of means, including written, oral, numeric/quantitative, graphic, and/or visual modes as appropriate to topic, audience, and discipline. |
| Social and Civic Responsibility | Students will understand the impact and consequences of their actions upon themselves and others, as well as their roles as citizens of a free democratic society. |
| Diversity and Globalization | Students will be able to live and work effectively with others as an engaged member of a diverse and global society. |
Procedures for Documenting Student-Learning Assessment
Using Nuventive
Nuventive is the university’s official platform for documenting student-learning assessment. Faculty and assessment leaders use Nuventive to enter outcomes, methods, findings, and summaries that support program review and accreditation reporting. For step-by-step instructions, refer to the Nuventive Book in the Office of Accreditation & Assessment’s Knowledge Base, which includes specific How-To Guides for managing workspaces, entering assessment data, and aligning outcomes with institutional goals.
➤ See: Nuventive How-Tos (Link to Knowledge Base Nuventive Book)
Syllabi
A-State syllabi are published in Simple Syllabus. Syllabus templates are determined by college deans and department chairs in conjunction with the Office of Accreditation and Assessment. Syllabi published from fall 2024 and beyond are available in the A-State Syllabus Library. Syllabi published between fall 2017 through summer 2024 may be requested from the Office of Accreditation and Assessment. Older syllabi are not stored by the Office of Accreditation and Assessment. A recorded Simple Syllabus training video is available online, and one-on-one, or group training may be requested from the Office of Accreditation and Assessment.
➤ See: Simple Syllabus (Link to Knowledge Base Simple Syllabus Book)
Leaving the Den Exit Survey
The Leaving the Den exit survey is administered to all graduating students during the weeks surrounding August, December, and January commencements. The survey includes several blocks of questions, including questions about students’ educational experiences, questions about each university learning outcome, and questions about students’ post-graduation plans. Leaving the Den data is accessible on the Knowledge Base Page or by request from the Office of Accreditation and Assessment. The data can be disaggregated by graduation term, college, degree, and major.
Processes for Conducting Student-Learning Assessment
Program Assessment
The Office of Accreditation and Assessment requires assessment at the program level. Course level assessments may be used as “key assessments” at the program level. Refer to your specialized accreditor standards to determine whether course-level assessment is required for your accreditation purposes. Programs are assessed by the Program Assessment Committee (see Committees) using the Program Assessment Rubric on a bi-annual basis in either odd or even academic years, with three distinct deadlines for Outcomes/Methods (March 15th), Findings (October 15th), and End of Cycle Summaries (May 15th), to help keep assessment leaders on-track.
➤ See: A-State Assessment Cycle for more details on the assessment deadlines.
Program-Level Student Learning Outcomes
Program-Level Student Learning Outcomes are determined by the department. Program Outcomes must include student learning outcomes (i.e., skills and knowledge), but may also include administrative outcomes (i.e., faculty to student ratios, cohort sizes, etc.) and/or student achievement outcomes (i.e., retention and completion, board pass rates, etc.). These may be decided by a specialized accreditor, by the department, or through Program Review. To update your program-level student learning outcomes, contact the Office of Accreditation and Assessment.
Special Requirements
Certificate Assessment: Certificates are assessed in the same ways as other programs.
In-route Assessment: Any programed deemed “in-route” should still be assessed with a minimum of an administrative outcome that delineates students enrolled in the in-route program from students in the umbrella program. When there are five or more graduates in the in-route program for two consecutive academic years, formal assessment that mirrors the program assessment process is required.
Canceled Programs: Canceled programs should be assessed until they are fully taught out. Assessment requirements will change when fewer than five students are enrolled in the program.
Concentration or Emphasis Areas: Concentrations and emphasis areas are all included within the same umbrella workspace. These are differentiated where the concentration or emphasis area diverges in assessment. For instance, if the concentration or emphasis areas diverge at the outcome level, use the “Outcome Short Name” within Nuventive to delineate between concentrations/emphases. See the example below.
Example: Art BFA has two emphases, Art Education and Studio.
General Education Assessment
General Education Assessment is performed at the course level and overseen by the General Education Committee through a process called Quadrennial Review.
➤ See: Nuventive (Link to Knowledge Base Nuventive Book)
Cocurricular and Other Assessments
In the context of higher education, the terms cocurricular, extracurricular, and auxiliary units refer to different types of activities and support systems that complement academic learning and enhance the overall student experience.
Cocurricular programs and activities are structured activities that complement the academic curriculum. They often align with educational goals.
Extracurricular programs and 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.
Auxiliary units provide additional services and support to enhance the educational experience but are not directly tied to academic or cocurricular activities. They often help facilitate student life, well-being, and institutional operations.
Assessment Requirements
| Cocurricular Programs | At least three outcomes with a minimum of two learning outcomes. Administrative outcomes are optional. |
| Extracurricular Programs | At least three outcomes. These can be any combination of learning and/or administrative outcomes. |
| Auxiliary Units | Required to develop at least three administrative outcomes. |
See More
➤ See: A-State Assessment Cycle
➤ See: Nuventive (Link to Knowledge Base Nuventive Book)
➤ See: Simple Syllabus (Link to Knowledge Base Simple Syllabus Book)