Institutional Assessment Frequently Asked Questions (FAQs)
Who is responsible for academic program review?
At Virginia State University, Academic Program Review is a faculty-driven process. Faculty members lead the preparation and execution of the review in collaboration with the Dean, Department Chair, or Degree Program Coordinator.
How are the Internal Review Teams (IRTs) determined?
The Internal Review Team (IRT) is composed of faculty members appointed by the Office of Planning and Institutional Effectiveness (OPIE), in consultation with the appropriate College Dean and/or Department Chair. The size of the team typically ranges from three to five members, depending on the scope and size of the degree program under review. Membership includes at least one representative from the primary supporting department and one member from the University Effectiveness Committee (UEC). The remaining members are selected from outside the college of the program under review to ensure objectivity and breadth of perspective. The chair of the Internal Review Team is appointed by the Provost and Vice President for Academic Affairs and must not be affiliated with the primary or supporting department of the degree program under review.
Who monitors and ensures the timely completion of all assessment-related activities?
Each academic program is assigned an Assessment Coordinator responsible for overseeing and ensuring the timely completion of all assessment-related activities within the program. In addition, Department Chairs, College Deans, and the Director of Institutional Assessment share responsibility for monitoring and supporting the timely completion of these activities to maintain institutional assessment standards.
When are assessment reports due?
Assessment reports are required to be submitted by the end of each academic year.
What support and resources are available to faculty for assessment?
The Director of Institutional Assessment designs, develops, and delivers comprehensive support and resources to assist faculty in their assessment efforts. These resources, which include guidelines, templates, training materials, and best practices, are readily accessible on the Institutional Assessment website to facilitate ongoing faculty engagement and success in assessment activities.
Where can faculty find examples of assessment reports and templates?
Examples of assessment reports and templates are available on the Institutional Assessment Web Site.
How can faculty receive assistance with assessment?
The Director of Institutional Assessment provides essential assessment-related support to faculty. This support includes ongoing training, individual and group consultation sessions, Assessment Consultation and Clinic Sessions, Collaborative Assessment Document Review Sessions, informational and demonstration sessions, as well as access to samples of required assessment templates and documents.
How do I participate in or learn about assessment if I am faculty?
The Director of Institutional Assessment organizes and facilitates informational and demonstration sessions to ensure faculty remain well-informed and actively engaged in the assessment process. Faculty members are also encouraged to participate in assessment committees, including the University Effectiveness Committee and the Internal Review Team.
As faculty I already assess my students’ learning, so why do I have to do additional assessment beyond my teaching?
Course-level assessments are essential for evaluating how students are learning in individual classes. Program level and institutional level assessments look at how well students meet predetermined student learning outcomes across courses. This helps improve teaching and learning, curriculum, support accreditation, and strengthen overall student learning.
If the Office of Planning and Institutional Effectiveness (OPIE) dictates how assessment is done and assessment at VSU is top down, how can VSU claim that assessment is faculty driven?
At VSU assessment is faculty-drive. Faculty members lead the assessment process by crafting both Program Level Student Learning Outcomes (PLSLOs), and Course Level Student Learning Outcomes (CLSLOs), and deciding what learning outcomes to assess, how to assess them, sets the criteria for acceptable level of mastery of curricular and course contents, and how to use results to ensure continuous improvement of student learning and programs. Faculty expertise drives the content. OPIE simply provides structure, resources, and coordination and support to ensure assessment aligns with accreditation and institutional goals.
Why is assessment important for students?
Assessment enables VSU to ensure that students are achieving Program-Level Student Learning Outcomes (PLSLOs). The systematic review and application of assessment results support continuous improvement in teaching, course content, and program design. Through assessment, VSU strengthens its academic programs, enhances the overall educational experience, and ensures that every degree represents a meaningful and authentic achievement. Ultimately, assessment benefits students both during their studies and beyond graduation.
Why is assessment necessary?
Assessment is necessary as it provides evidence that students are achieving the knowledge, skills, and dispositions academic programs intend to teach. It informs the ongoing improvement of teaching, learning, curriculum, and student support, thereby ensuring academic quality and institutional accountability. Through assessment, VSU upholds high standards, fulfills accreditation requirements, and enhances student success both during their studies here at VSU and beyond graduation.