Our Assessment Process
CSUN’s assessment plan ensures that Program Student Learning Outcomes (PSLOs) and Institutional Student Learning Outcomes (ISLOs) are assessed within five years following four phases of assessment (see below image). This structured plan and streamlined process allow the full CSUN community to share in the responsibility of evaluating how well students meet these learning outcomes, making informed improvements, and ensuring continuous alignment with institutional goals.
Key Steps in the assessment process include:
Faculty are asked to select existing course assignments aligned with course and program student learning outcomes (PSLOs). These assignments should also meet one or more dimensions of the institution's student learning outcomes (ISLO).
Faculty import the relevant PSLOs and ISLOs (or GISLOs for graduate programs) into their Canvas course shell and attach predefined rubrics to the selected assignments. This allows for real-time scoring and alignment of the assignment with the broader learning goals of the program and institution.
Faculty use a standardized scoring rubric to assess how students meet the selected learning objectives. This rubric uses the following categories:
- Mastery: Exceeds the expectations for the outcome.
- Advanced: Meets and often exceeds expectations.
- Proficient: Adequately meets expectations.
- Novice: Partially meets expectations but needs improvement.
- No Evidence: Does not meet expectations, or there is insufficient evidence to assess.
Faculty select one PSLO and one ISLO for focused improvement during the academic year. The selected outcomes should reflect program-specific themes and institutional learning priorities, ensuring a comprehensive assessment that addresses both levels of student learning.
Each spring, departments submit an Annual Continuous Improvement Report/Plan (ACIRP), which reports how well students met the selected outcomes. The report, supported by the CSUN Learning Outcomes Assessment Dashboard data, includes whether performance expectations were met and outlines any proposed curricular or instructional changes to address identified gaps.
Other Steps in the assessment process include:
In addition to the core assessment strategies mentioned above, graduate programs may require more specialized assessment activities, reflecting the distinct needs of advanced degree programs. These activities may include:
For programs that culminate in a professional exam, tracking student performance on licensure or credentialing exams can provide valuable insights into the effectiveness of the curriculum. Programs can use this data to identify areas needing further emphasis or improvement, ensuring students are well-prepared for their professional careers.
Graduate programs are encouraged to monitor placement rates of their students’ post-graduation. This data can inform departments how effectively they prepare students for professional success. Understanding trends in placement rates allows programs to make strategic adjustments to their curricula and offer additional support where needed to improve student outcomes.