Assessment Update

March 3rd, 2014

By:       Dr. Markus Pomper

Chair, General Education Assessment Committee

The General Education Assessment Committee reviewed the assessment efforts of the programs. We are pleased to see that all programs have assessment for their General Education courses in place. Some programs even have assessed a large number of courses in the Fall semester. The most frequently reported issue for assessment in the fall semester was a breakdown in communication about assessment between program coordinators and faculty who teach the course.

We are also making progress at creating a user-friendly interface within weave-online that will allow us to collect assessment data from all general education courses. The General Education Assessment Committee plans to create an annual summary of the assessed General Education competencies. This summary will include which competencies were assessed. Because the assessment of these competencies is course based, we will report the number of course sections that were assessed, the ones that were not assessed, and a brief paragraph that explains what changes will be made as a result of the assessment.


January 9th, 2014

By:       Dr. Ross Alexander

Associate Vice Chancellor for Academic Affairs and Dean of Graduate Studies


The fall 2013 marked a successful launch to the General Education Assessment Plan.  Schools, programs, and departments worked diligently to craft and implement assessment instruments and strategies to employ in their respective general education courses.  In addition, we administered the SAILS exam in all sections of SPCH-S 121 and ENG-W 131 to gauge of information literacy skills of our freshmen.  With these results, we can establish a baseline against which we can measure future cohorts.  In sum, nearly 250 students took the exam.

Assessment Update

October 3rd, 2013

September, 2013




Dr. Marilyn Watkins, Dean

School of Education


In the state of Indiana the majority of Schools of Education are NCATE accredited.  (NCATE, the National Council for Accreditation of Teacher Education Programs has now become CAEP, the Council for the Accreditation of Educator Preparation.)   An important component of the accreditation process is that Schools must complete SPA’s for each of their programs.


SPA stands for Specialty Professional Association. SPAs are national associations representing the education profession, such as NAEYC, the Association for Childhood Education International (ACEI), the National Council of Social Studies teachers (NCSS), and the National Council of Teachers of Mathematics (NCTM).  Our School of Education has submitted SPA’s for our elementary education, secondary English, and secondary social studies programs.  We have prepared SPA’s for secondary math and science.  These will be submitted as our enrollments in these two programs increases.  SPAs are typically submitted mid-way through the seven year accreditation cycle.


A SPA has five sections: the context information, assessments and related data, standards assessment chart, evidence for meeting standards, and use of assessment results to improve candidate and program performance.  The assessments and related data must include reporting of state licensure exam data, demonstrate content knowledge, demonstrate pedagogical content knowledge and skills, and provide evidence of candidate impact on student learning.  Each assessment must be closely aligned with the appropriate SPA standards.


SPAs can be nationally recognized, conditionally recognized with the opportunity to re-submit within a determined time frame, or needing improvement.  If the latter category is attained, there are two opportunities to re-submit.

Assessment Update

July 31st, 2013

By:       Dr. Ross Alexander

Associate Vice Chancellor for Academic Affairs and Dean of Graduate Studies


Indiana University East recently adopted new General Education Learning Outcomes.  These outcomes, crafted and written by various faculty members and groups, led by the General Education Assessment Committee (GEAC), were passed by the Faculty Senate and will be assessed using various embedded and standardized assessment measurements beginning in the Fall 2013 semester.  Presently, faculty groups in the various disciplines are devising strategies to measure these outcomes in all general education courses.  The outcomes are listed below in bold, with a few explanatory statements each.


The Indiana University East Campus Learning Outcomes are designed to provide graduates with the knowledge, skills and attitudes for a productive life. Indiana University East’s faculty seeks to guide students to become lifelong learners, effective communicators, and critical thinkers. Graduates will be able to…

     1.      Communicate clearly and effectively in written and oral forms

Effective communication includes the ability to read, write, listen, speak, and use appropriate resources in delivering and responding to a message. A competent communicator is able to compose a clear message, relate purposeful and relevant ideas suitable to the intended audience, and select appropriate written, verbal and nonverbal strategies to effectively communicate or respond to an intended message.


     2.      Access, use, and critically evaluate a variety of relevant information sources

University educated individuals have the skills to efficiently and effectively locate, retrieve and evaluate information in order to use academically valid source material. Educated individuals have the ability to assess the accuracy, credibility, objectivity and timeliness of information and use that information ethically through appropriate documentation methods.

     3.      Apply principles of inquiry to define and analyze complex problems through reasoning and discovery

Reasoning, inquiry, discovery, and creativity are the processes by which individuals utilize resources and methods to understand and answer complex problems, and to form and revise beliefs. University educated individuals raise important questions and formulate them in a comprehensible way, developing and defending their conclusions based upon reliable evidence.  These individuals demonstrate understanding of the ethical standards of doing their work and communicating the results and findings.


     4.      Demonstrate the ability to relate within a multicultural and digitally connected world

University educated individuals possess the knowledge and attitudes necessary to effectively relate to and collaborate with individuals from a wide variety of backgrounds, beliefs and experiences. Our graduates have the ability to perform effectively in a virtual setting and accomplish tasks individually or collaboratively in both online and traditional environments.


     5.      Demonstrate a deep understanding of a field of study

Specialists in a field of study have sufficient knowledge to apply the basic principles of the discipline in their work environment, or for subsequent learning experiences.  University educated individuals demonstrate knowledge of the ethical standards in their field of study.

Assessment Update

July 17th, 2013

By: Dr. Ross Alexander
Associate Vice Chancellor for Academic Affairs and Dean of Graduate Studies

Welcome to the Assessment Update! Here, one can discover important information about program assessment, general education assessment, and co-curricular assessment activities occurring at Indiana University East. These important updates will be written by faculty and staff involved in assessment activities as well as by me.

We have achieved several assessment-related milestones recently at IU East. First, and most importantly, IU East successfully completed or “graduated” from the Higher Learning Commission Assessment Academy in June, based on our work and progress in general education assessment. We previously completed a project in co-curricular assessment in November, 2012. I would like to thank all members of the Assessment Academy team who worked diligently on these projects including: Dr. Mary Blakefield, Mr. TJ Rivard, Dr. Katherine Frank, Dr. Markus Pomper, Dr. David Frantz, Dr. Matt Wills, and Mr. Brett Crowley. Second, we have launched our new General Education Assessment Plan, based in large part on feedback received during the Assessment Academy process, assessment best practices, and as a result of the changes to general education initiated during the spring, 2013 semester, which included several state mandates and initiatives. Our plan mirrors the successful program assessment model already in place on campus and largely decentralizes general education assessment to the Schools, under the oversight of three coordinating committees: the Administrative Assessment Committee, the General Education Assessment Committee, and the Co-Curricular Assessment Committee. This plan will engage faculty in the disciplines and empower them to create their own discipline-specific assessment instruments and models. Faculty and Deans from all Schools, staff members involved in co-curricular roles, and administrators from Academic Affairs comprise the three assessment committees.

Please stop by here periodically to see what is occurring in the world of assessment at Indiana University East. Thank you.