大学各层级的院校成效评估和学生学习情况评估,均以明确的目标和学习成果为指引,以落实本单位的使命.  This page explains how these are defined at different levels of the institution and how they interact.

使命宣言 一个部门的, unit or program concisely describes its purpose and values and its relation to the institutional mission. 的 figure below shows how Objectives and LOs are related at different levels.

图1.1.1 Hierarchical alignment structure of the university’s assessment process.

 

院校层面的目标(支柱)和院校层面的学习成果(核心能力)直接源自大学的使命和战略计划,并构成评估大学院校效能的基础.  在单元和程序级别, objectives and learning outcomes are derived from the unit and program missions, drafted and regularly revised by the staff and faculty belonging to the unit or program, 并与大学的支柱和核心能力相一致. This process continues, with equal attention to coherence and alignment, to lower levels. 在上图中, 箭头向下是为了说明高水平的目标和学习成果是用来定义低水平的目标和学习成果的. Arrows pointing upward show the path of execution of the assessment effort.

更高层次和更低层次的目标和学习结果之间的联系通过对齐矩阵(绿色框)表达出来。. 为all单位和部门起草校准矩阵, they are part of the assessment reporting templates and they are collected in the 机构校准寄存器.

 

机构目标和学习成果

机构层面的目标和学习成果的定义是总统定期进行的战略规划过程的一部分, the 领导 Team and the Board in an interactive exchange with 教师 and 工作人员. 根据当前的战略计划(2020-2023), 大学的使命由五个不同的支柱推进:社区, 课程, 校园, 沟通, 和持续改进. 每一个支柱都被进一步划分为一组核心计划. 的 success of the strategic plan can be identified with the completion of the Core Initiatives.  Advancement toward completion of the Core Initiatives is measured by a set of key performance indicators, 及时完成里程碑, and collection of 可交付成果 which are linked with specific unit objectives. 机构的学习结果已经确定, 并定期回顾, 由总统和教务长与教员协商. 的 current institutional learning outcomes are referred to as the “核心能力”. BG真人游戏提供的每一个学术项目都证明了连贯性, 主要通过铰接对齐表, 具备制度核心能力.

 

单元目标和项目学习成果

Each administrative unit and academic program defines respectively its own objectives and learning outcomes. 请注意,选择在行政单位中使用“目标”,在学术项目中使用“学习结果”,是为了在保持评估过程简单的同时,与大学以往的做法保持一致. 目标和学习成果必须是可衡量的,并与在制度层面定义的目标和学习成果相一致(这意味着较低层次的目标和学习成果应该有助于实现较高层次的目标),并且必须得到all直接利益相关者的同意. 作为评估-规划-执行周期的一部分, 目标和学习成效应不断修订和改善(以下是一些BG真人游戏目标和学习成效定义的建议)

 

衡量目标的达成和学习成果

 

机构目标

Under the current 战略计划, 机构目标 are referred to as “Core Initiatives”. 战略计划核心措施的进展情况,会透过一系列的关键绩效指标加以衡量和监察, 可交付成果, 和里程碑. 这些测量数据每年通过定期的单位和项目评估报告或通过校友调查等补充程序收集, LinkedIn的研究, 专门报告.    

可交付成果, kpi, 战略计划的每一个核心举措的里程碑都是由总统和领导团队在与机构效率院长和all利益相关人员和教员协商后确定的. 可交付成果, kpi, 在总统和机构效能主任的监督下,战略计划每个核心举措的里程碑每年都会被收集并存档在战略计划仪表盘中.

 

单元目标和项目学习成果

每个行政单位目标和学术项目LOs的评估方法在评估报告模板的“目标”和“学习成果”表中有详细说明. 每个大学单元或项目都为自己的目标和LOs定义了最适当的措施和目标结果. In assessment of student learning, we distinguish two types of evidence: direct and indirect. Direct evidence looks at student artifacts evaluated through articulated criteria (e.g., 或在特定项目与特定学习成果相关联的测试中(这些链接的集合被称为测试的“蓝图”). Indirect evidence is provided by surveys and questionnaires and consist of opinion and perception of learning (e.g.:来自学生评价). 理想情况下,对学生学习的评估应该基于直接和间接证据的混合,尽管只有直接证据就足够了.  In any case, indirect evidence alone is insufficient to demonstrate achievement of learning outcomes. Any instrument supporting measurement methodologies used by the units or programs - such as scoring rubrics, 组合创建说明, qualifying or comprehensive examinations – should be described or included in the assessment plan.

评估 of achievement of unit objectives should be objective, representative, and cost effective. 作为一般的最佳实践规则, 每当单位负责产生特定的kpi时, 可交付成果, or milestones to measure specific Core Initiatives of the 战略计划 Dashboard, the unit should define objectives that are aligned directly with those Core Initiatives and use the same kpi, 可交付成果, 或者是衡量朝着目标前进的里程碑.