Assessment at University of Detroit Mercy

Assessment of Student Learning 

Assessment of student learning is the systematic collection of information about student learning, using the time, knowledge, expertise and resources available, in order to inform decisions about how to improve learning (Walvoord, Assessment Clear and Simple). At the heart of our assessment efforts is the work of Barbara Walvoord who states the three steps of assessment are:

1. Articulate goals for student learning.
2. Gather evidence about how well students are meeting the goals.
3. Use the information for improvement.

The defining feature of Walvoord's approach to assessment is her emphasis on the course-embedded assignment and on the professional expertise of the individual professor, whose experience in grading student work is the foundational assessment act. Walvoord suggests that professors become intentional, reflective, and explicit in identifying and sharing criteria for students’ expected level of performance on each assignment. She asks professors to develop rubrics that specify levels of performance across various criteria, to use the rubrics to score student work, and then to analyze the distribution of scores to discover patterns of strengths and weaknesses in student performance. When these patterns are reported at a department meeting, the ensuing faculty discussion often leads to suggested improvements in teaching methods, assignments, course design, or curricular coverage to ameliorate weaknesses. A department's assessment plan consists of student learning outcomes, assessment methods (embedded assignments) and criteria for success.

Overview of Assessment Plans and Annual Reports for Academic Programs

The Assessment Team at Detroit Mercy is charged with advocating for the enhancement of student learning through purposeful, meaningful, and feasible student-outcomees assessment practices using an institution-wide assessment management system. For the 2020-2021 academic year, we will begin collecting assessment information using two forms. 

For assistance with completing either form, please plan to attend the Colleague Day Session (Aug 18 or 19, 2020) and /or contact any of the Assessment Team members. 

Co-Curricular Programs at Detroit Mercy are “Learning activities, programs and experiences that reinforce the institution’s mission and values and complement the formal curriculum” (HLC). Quality co-curricular experiences begin with program assessment plans that articulate intended student learning and methods of assessment. Annual assessment reports capture student performance and actions for continuous improvement.

University of Detroit Mercy's mission statement describes an education that integrates “the intellectual, spiritual, moral and social development” of its students. As the shared academic experience of all Detroit Mercy undergraduates, the Core Curriculum is the foundation for achieving this mission, and for ensuring that each of its graduates will understand, pursue, and live out that mission. For more details visit the Core Curriculum webpage.

The Core Curriculum Assessment Committee oversees the assessment of Core Curriculum Student Learning Outcomes. The process used to assess student learning in each knowledge area or integrating theme involves faculty assessing random samples of student artifacts collected from core approved courses. Rubrics are developed using the core curriculum outcomes and the AAC&U VALUE Rubrics.

Knowledge Areas