Self-Assessment Report

Program Learning Outcomes Rubric for Assessing the Quality of Academic Program Learning Outcomes (Oct. 2014)

 

Criterion

Initial

Emerging

Developed

Highly Developed

Comprehensive List

 

 

 

The list is reasonable, appropriate, and comprehensive, with clear distinctions between undergraduate and graduate expectations, if applicable. National disciplinary standards have been considered. Faculty has agreed on explicit criteria for assessing students’ level of mastery of each outcome.

Assessable

Outcomes

 

 

 

Outcomes describe how students can demonstrate their learning. Faculty has agreed on explicit criteria statements, such as rubrics, and has identified examples of student performance at varying levels for each outcome.

Alignment

 

 

The curriculum is designed to provide opportunities for students to learn and to develop increasing sophistication with respect to each outcome. This design may be summarized in a curriculum map.

 

 

 

Assessment

Planning

 

 

The program has a reasonable, multi-year assessment plan that identifies when each outcome will be assessed. The plan may explicitly include analysis and implementation of improvements.

 

The Student

Experience

 

Students have some knowledge of program outcomes. Communication is occasional and informal, left to individual faculty or advisors.

Students have a good grasp of program outcomes. They may use them to guide their own learning. Outcomes are included in most syllabi and are readily available in the catalog, on the web page, and elsewhere.

 

 

 

 

 

Dimensions of the Rubric:

  1. Comprehensive List

List of PLOs for BSCS

(a) An ability to apply knowledge of computing and mathematics to solve problems

 

(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution

 

(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs

 

(d) An ability to function effectively on teams to accomplish a common goal

 

(e) An understanding of professional, ethical, legal, security and social issues and responsibilities

 

(f) An ability to communicate effectively with a range of audiences

 

(g) An ability to analyze the local and global impact of computing on individuals, organizations, and society

 

(h) Recognition of the need for and an ability to engage in continuing professional development

 

(i) An ability to use current techniques, skills, and tools necessary for computing practice

 

(j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

 

(k) An ability to apply design and development principles in the construction of software systems of varying complexity

 

 

List of PLOs for MSCS:

http://www.sjsu.edu/cs/assessment/mscs/objectives/index.html

 

Outcomes

Upon graduation a student should have acquired:

 

MSCS.OC1

Breadth of knowledge in computer science

 

MSCS.OC2

Depth of knowledge in an advanced topic in computer science

 

MSCS.OC3

Technical communication skills

 

Decision on PLO content

The department faculty proposed and approved the standard PLOs recommended by ABET.

 

Criteria for assessing levels of mastery

Each PLO is assessed by a set of related courses. Each course is designed to achieve a set of performance indicators.  Each performance indicator supports progress towards one or more PLOs. A set of rubrics is established for the assessment of each performance indicator.  Each rubric consists of 3 achievement levels. Thus, a set of rubrics defines the criteria for assessing levels of mastery of each PLO.

 

           Self-assessment:

Are distinctions between undergraduate and graduate outcomes clear?

           Yes, the MS outcomes are broader and the undergraduates ones have finer granularity.

 

  Have national disciplinary standards been considered when developing and refining the outcomes?

Yes, ABET learning outcome list is used for the undergraduate.

 

Are explicit criteria – as defined in a rubric, for example – available for each outcome?

Yes, rubrics and related performance indices are defined for each outcome for use in assessment purposes.

 

 

  1. Assessable Outcomes.

Each of PLO is assessed by one upper division course.  Each of these assessed courses defines a set of Course Learning Objectives (CLOs) or performance indicators.  A set of rubrics is established for the assessment of each CLO.  According to the assessment schedule in 4. Assessment Planning, the course instructor generates a Course Assessment Report (CAR).  The rubrics, the associated CLOs and PLOs are presented in CARs. The data presented in CARs for each course are used to produce the Outcome Assessment Report (OAR) every two years. The OARs collectively address achievement of PLOs and also recommend actions. 

 

           Self-assessment:

Do the outcomes clarify how students can demonstrate learning?

Student learning outcomes are assessed and summarized in Course Assessment Report (CAR) as prepared by the instructor.  The rubric to performance index matrix in CAR will indicate which area students have or have not mastered in the learning process.

 

 Are there agreed upon, explicit criteria, such as rubrics, for assessing each outcome?

Yes, these rubrics are defined by the instructors teaching courses related to the outcome and used for assessment purpose.

 

 Are there examples of student work representing different levels of mastery for each outcome?

Student work of three levels, beginning, satisfactory, and exemplary, are collected to validate the learning assessment result.

 

 

 

 

 

 

  1. Alignment – Matrix of PLOs to Courses

BSCS Outcomes

Courses

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

(j)

(k)

Support Courses

Math

1

1

 

 

 

 

 

 

 

 

 

Physics

1

 

 

 

 

 

 

 

 

 

 

Science

1

 

 

 

 

 

 

 

 

 

 

CS 100W

 

 

 

2

 

3

 

1

 

 

 

Phil 134

 

 

 

 

3

 

3

2

 

 

 

GE Courses

A

 

 

 

 

 

1

 

 

 

 

 

C

 

 

 

 

 

2

 

 

 

 

 

D

 

 

 

 

1

2

1

 

 

 

 

E

 

 

 

 

1

2

1

 

 

 

 

R

 

 

 

 

1

2

2

 

 

 

 

S

 

 

 

 

1

2

2

1

 

 

 

V

 

 

 

 

1

2

2

1

 

 

 

Required CS Courses

CS 46A

1

1

1

 

 

 

 

 

1

1

1

CS 46B

1

1

1

 

 

 

 

 

1

1

1

CS 146

3

2

2

 

 

 

 

 

2

3

2

CS 151

2

3

3

3

 

 

 

 

2

2

3

CS 47

1

1

1

 

 

 

 

 

1

1

 

CS 49C/J

1

1

1

 

 

 

 

 

1

1

1

CS 147

2

2

2

 

 

 

 

 

2

2

 

CS 149

2

2

2

 

 

 

 

 

2

2

2

CS 152

2

3

3

 

 

 

 

 

2

2

3

CS 154

3

2

 

 

 

 

 

 

2

3

 

CS 160

3

3

3

3

 

3

 

3

3

3

3

DEEP

3

3

3

 

 

 

 

 

3

3

3

4 Electives

CS X

E

E

E

 

 

 

 

E

E

E

E

 

Matrix of PLOs to Courses in BSCS

1: Indicating Beginner level, 2: Intermediate level, 3: Advanced level

      x: not assessed in this report

 

Self-assessment:

Is the curriculum explicitly aligned with the program outcomes?

Each outcome is aligned with one or more required course as shown in the table above.

 

Do faculty select effective pedagogy and use grading to promote learning?

The CAR (Course Assessment Report) is compiled based on the students’ grade on various performance indices. Discussion of how to improve students’ weak performing areas were discussed in dept. meeting.

 

Are student support services and the co-curriculum explicitly aligned to reinforce and promote the development of student learning outcomes?

No.

 

  1. Assessment Planning.

 

Course

Assessment Semester

S12

F12

S13

F13

S14

F14

S15

F15

S16

CS 100W

 

 

X

 

 

 

X

 

 

CS 146

X

 

 

 

X

 

 

 

X

CS 151

 

X

 

 

 

X

 

 

 

CS 160

 

 

 

X

 

 

 

X

 

BSCS Assessment Schedule

 

Course

Assessment Semester

S12

F12

S13

F13

S14

F14

S15

F15

S16

OC1

 

 

 

X

 

 

 

X

 

OC2

X

 

 

 

X

 

 

 

X

OC3

 

X

 

 

 

X

 

 

 

MSCS Assessment Schedule

 

 

Self-assessment:

 Does the plan clarify when, how, and how often each outcome will be assessed?

Yes, each and every outcome in both BS and MS levels will be assessed once every two year as shown in the assessment schedule tables above.

 

Will all outcomes be assessed over a reasonable period of time?

Yes, the schedule planning is made for a five-year period.

 

Is the plan sustainable, in terms of human, fiscal, and other resources?

We are in the process of creating a process of a structured committee with assigned time to ensure each outcome assessment will be performed on a progressive basis.

 

 Are assessment plans revised, as needed?

Assessment plan were discussed in dept. meeting and revised for improvement as need.

 

  1. The Student Experience.

Our PLOs and the ULGs are communicated to students as follows.

University Learning Goal for BS and MS can be found under the following website:

http://www.sjsu.edu/cs/assessment/bscs/ugoal/

 

BSCS PLOs and ULGs are posted at the website:

http://www.sjsu.edu/cs/assessment/bscs/outcomes/

http://www.sjsu.edu/cs/assessment/bscs/ugoal/matrix/

PLOs are included in syllabi

Annual alumni survey is used to provide feedback to PLOs for the consideration of enhancements

 

MSCS PLOs are ULGs are posted at the website:

http://www.sjsu.edu/cs/assessment/mscs/objectives/index.html

 

Self-assessment:

Are the outcomes communicated to students consistently and meaningfully?

Outcomes are part of the course description. They are also posed under department website as shown above.

 

Do students understand what the outcomes mean and how they can further their own learning?

Instructors and assessment chair will explain to those students who need help in this area.

 

 Do students use the outcomes and criteria to self-assess?

No.

 

 

Do they participate in reviews of outcomes, criteria, curriculum design, or related activities?

Alumni surveys were conducted to get feedback on these area on a yearly basis.