CTW

UAC Assessment Screen

Instructions for UAC raters
Review the report and select an answer from the options presented. Add additional comments if desired
1. Select the Major and Degree
2. Select rater 1 name
3. Select rater 2 name
4. Mission: Is the department definition of Critical Thinking included?
Yes. The critical thinking definition is included, and the mission offers a clear link between critical thinking and the overall mission of the department.
Yes. However, the assessor does not make a clear connection between the departmental mission and the department's definition of critical thinking. A strong mission presents both the department's overall mission for its undergraduates and explores the ways in which critical thinking adds to or is developed through that mission.
No. The assessor provides the department's mission but does not include a definition of critical thinking. A strong mission presents both the department's overall mission for its undergraduates and explores the ways in which critical thinking adds to or is developed through that mission.
No. The assessor provides a definition of critical thinking, but that definition is not explored in its relationship to the overall mission of the department. A strong mission presents both the department's overall mission for its undergraduates and explores the ways in which critical thinking adds to or is developed through that mission.
No. The assessor provides no definition of critical thinking. A strong mission presents both the department's overall mission for its undergraduates and explores the ways in which critical thinking adds to or is developed through that mission.
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5. Goals: How appropriate are the broad goals for student learning of Critical Thinking through writing in this program? Are any too specific or not related to the programís mission or outcomes?
The goals are broad and reflective of student learning in CTW, and the goals relate both to the programís mission and outcomes.
The goals are too narrow. They reflect student learning in CTW and relate to aspect of the programís mission and outcomes, but are too specific to adequately reflect the overarching mission of the program or the outcomes presented. Successful goals are broad, related to student learning in CTW and clearly relate back to the programís mission and outcomes.
The goals are broad, but they do not reflect student learning in CTW, or they do not clearly relate back to the programís mission or outcomes. Successful goals are broad, related to student learning in CTW and clearly relate back to the programís mission and outcomes.
The goals are missing. Successful goals are broad, related to student learning in CTW and clearly relate back to the programís mission and outcomes.
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6. Learning Outcomes: Are assignments described adequately with CTW courses identified?
The assignments described (outcomes) are described adequately. They clearly explain the work students do in the class, and they clearly illustrate a focus on critical thinking. They are also clearly related to the CTW courses identified.
The assignments described (outcomes) are not described adequately. The assignment presented does not clearly illustrate a focus on critical thinking, or the relation to critical thinking is unclear from the description. Strong assignment descriptions should offer a clear and thorough description of the CTW assignment. Reviewers should be able to distinguish elements of critical thinking as related to the programís definition of critical thinking in the assignment description, and they should be able to determine which CTW course the assignment is associated with.
The assignments are described adequately, but not clearly related to a particular CTW course. Strong assignment descriptions should offer a clear and thorough description of the CTW assignment. Reviewers should be able to distinguish elements of critical thinking as related to the programís definition of critical thinking in the assignment description, and they should be able to determine which CTW course the assignment is associated with.
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7. Learning Outcomes: Is each Outcome associated with a Goal?
Each outcome is associated with a goal and the outcome presented is appropriate for the goal set..
Some outcomes are associated with goals, but not consistently. Be sure to associate each outcome with a goal.
The outcomes are not consistently associated with the goals, or the descriptions of the outcomes do not consistently illustrate a link between the goals and the outcomes. Strong outcomes should demonstrate a connection to critical thinking, clear relations to courses, and clear associations with programmatic CTW goals.
The outcomes are not associated with goals. Strong outcomes should demonstrate a connection to critical thinking, clear relations to courses, and clear associations with programmatic CTW goals..
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8. Learning Outcomes: Is each learning outcome appropriately measurable? Which ones could be improved and how?
The learning outcomes (assignments) are appropriately measurable.
The learning outcomes may be measurable, but the outcome description is not clear, and it is difficult to determine whether the outcomes could be measured. Strong learning outcomes are clearly described and can be measured by student achievement.
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9. Measures: Are measures described sufficiently? How could they be described more clearly?
The measure is described sufficiently.
The measure is not described sufficiently, and/or it is difficult to understand in the format presented. Measure should either be uploaded and linked to this section or presented/described in a clearer fashion.
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10. Measures: How appropriately are the measures designed to provide findings for each of the outcomes?
The measure(s) is appropriately designed to provide findings for each outcome.
The measure(s) is appropriately designed to provide findings for some of the outcomes, but measures are either not associated with each of the outcomes or some measures need to be revised to provide findings.
The measure(s) do not appear to be appropriately designed to provide findings for the outcomes. The measure is either not clearly explained or the measure needs to be developed to address the complexities of the presented outcome. Strong measures should be clearly connected to each outcome. The measures should be designed to provide evidence of student achievement.
The measures are not provided or the reporter used grades as a measure. Strong measures should be clearly connected to each outcome. The measures should be designed to provide evidence of student achievement.
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11. Targets and Findings: Do the targets presented seem adequate and are they explained fully?
The targets seem adequate and they are fully explained.
The targets seem adequate, but the reporter offers no clear explanation for the programís reasoning in setting the target at the level presented. Strong targets reflect the programís desire to challenge students and recognizes varying levels of student ability.
The targets do not seem adequate and offer no clear explanation for the programís reasoning in setting the target at the level presented. Strong targets reflect the programís desire to challenge students and recognizes varying levels of student ability.
No targets are presented. Strong targets reflect the programís desire to challenge students and recognizes varying levels of student ability.
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12. Targets and Findings: Are the findings presented clearly and do they adequately illustrate student achievement?
The findings are presented clearly and they adequately illustrate student achievement as gathered from the outcomes and measures.
The findings are not clearly presented and/or they do not adequately illustrate student achievement as gathered from the outcomes and measures. Strong findings should be clearly presented through description and/or uploaded in tables. They should reflect information taken from the outcomes and measures and should provide departments with information they can use to develop their programs and assessment.
The findings are missing or the reporter used grades. Strong findings should be clearly presented through description and/or uploaded in tables. They should reflect information taken from the outcomes and measures and should provide departments with information they can use to develop their programs and assessment.
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13. Reflection/Analysis Questions: Did the program list accomplishments, and were those accomplishments related to the action plans from last year?
Yes. They listed accomplishments, and the accomplishments were related to last year's action plans.
Yes. They listed accomplishments, but the accomplishments were not related to last year's action plans. Accomplishments do not have to relate to the previous year's action plans, but it would be nice to see the accomplishments placed within the context of your action plans for last year, or if you ended up deviating from last year's action plans, it would be nice to know how you altered your plans along the way.
They did not list accomplishments for this year.
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14. Reflection/Analysis Questions: Was the program able to see improvement in students' critical thinking in a given class and/or over time?
The program was able to see improvement in students' critical thinking and provided concrete evidence based on findings to illustrate change over a class or over time.
The program was able to see improvement in students' critical thinking and provided anecdotal evidence of student improvment based on faculty observation.
The program was unable to see student improvement, either in concrete form based on findings or through anecdotal faculty observation.
No response.
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15. Reflection/Analysis Questions: Which of the following did the reporter rate as an important area that needs development in 2011-2012?
Course Offerings
Faculty Development
Rubric Design
Assignment Construction.
Other
If other, describe below:
16. Reflection/Analysis Questions: Which of the following did the reporter claim was the significant influence of CTW on the program in 2010-2011?
Student improvement
Expansion to non-CTW courses
Faculty Development
Rubric Design
Assignment Construction.
Other
If other, describe below:
17. Reflection/Analysis Questions: What changes did the program make to its program based on last year's findings?
Faculty Development
Development of New Courses
Assignment Revision
Rubric Revision
Consultant Training
Advisement.
Other
If other, describe below:
18. Action Plans: Were actions planned as a result of their 2010-2011 assessment?
Yes. The reporter makes a clear link between 2010-2011 assessment findings and programmatic action plans.
In some cases. The reporter makes a clear link between some of the 2010-2011 assessment findings and programmatic action plans. Strong action plans are a direct result of assessment findings and should be developed in an attempt to build on assessment results from 2010-2011.
No. The reporter provides an action plan(s), but the action plan(s) are not clearly related to the assessment findings. Strong action plans are a direct result of assessment findings and should be developed in an attempt to build on assessment results from 2010-2011.
No. The reporter provided no action plans. Strong action plans are a direct result of assessment findings and should be developed in an attempt to build on assessment results from 2010-2011.
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19. Action plans: Which of the following did the reporter present as an area of focus in the action plan?
Assignment Revision
Rubric Revision
Faculty Training
Focus on Improving a Particular CT Skill
Focus on Writing
Other
If other, describe below:
20. Overall Comment: Please add additional comments