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Assessment Resources & Tools

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Syllabus Tutorial

The PowerPoint online tutorial on Constructing a CSUDH Syllabus [MS PowerPoint] was designed to provide the appropriate framework and content for syllabus construction. It also contains links to valuable resources and samples as well as opportunities to construct and download your syllabus. Here are some helpful hints to view the presentation:

  • To activate/run the PowerPoint presentation in your browser, go to the PowerPoint menu and select Slide Show and then select From the Beginning. You may also use the shortcut option by clicking the function F5 button to run the slide show in your browser.

  • To navigate through the slides, click enter.

  • To exit the slide show presentation, hit the escape button and it will bring you back to the list of slides.

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Syllabus Construction Organizing Framework

This template serves as a guide for organizing the required items in the Syllabus Content Policy (AAAPO16.002 [PDF], December 10, 2007).

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Scoring Rubrics

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Assessment

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Suggested Sequence for Assessment of High-Impact Practices

1. Establish Learning Outcomes

  • Learning outcomes are the knowledge, skills, or values you expect your students to achieve 
  • You can use your existing course-level learning outcomes, your program’s learning outcomes, or write new learning outcomes specific to your HIP

2. Choose Assessment Measures

  • Choose direct or indirect measures “Embedded” assessments that serve double-duty as assessments and graded work might be the most efficient

3. Data Collection

  • If possible, collect baseline data from a comparison or control course or section (perhaps a different section of the same course)
  • Gather information about the background of your students (e.g., prior knowledge and GPA) Collect data from the HIP course and analyze it

4. Two Models For Framing

The Assessment I-E-O model (Astin)

I = inputs (for example, students’ prior level of understanding)
E = environment (i.e., your HIP intervention)
O = outputs (for example, achievement of learning outcomes)

The main question is: Did the HIP intervention facilitate the achievement of learning outcomes given the students’ backgrounds?

PAR model (parframework.org)

  • PAR stands for Predictive Analytics Reporting
  • Know your students’ locations in the Academic Cycle (e.g., know about grade levels, # of units completed, major courses completed)
  • Gather information about “predictors” of success, including learner characteristics (e.g., GPA), learner behaviors (e.g., attendance), instructor behaviors, the HIP intervention, and others
The main question is: How did the HIP intervention contribute to the progression of the student in the Academic Cycle, given the various predictors?

5. Submit Outcome Data To Program Heads In Fall

  • Program assessment reports are due to the University every fall.
  • It will be helpful to your program head to have access to your data and to your conclusions.
  • Link your HIP learning outcomes to program learning outcomes

Getting Help
The CSUDH Director of Assessment can provide assistance in all phases of assessment and the CSUDH Faculty Fellow for High-Impact Practices can provide assistance regarding HIPs.

Mark Carrier, Ph.D. Director of Assessment
Office of Insitutional Effectiveness and Assessment

Marisela Chavez, Ph.D. Coordinator of High-Impact Practices