KSU’s Continuous Improvement Processes

As outlined in the Assessment of Learning Process Map, the assessment process starts with identifying program student learning outcomes (PSLOs). PSLOs are established when an academic program is developed and they are revised over time using our Guide to Writing PSLOs. Current PSLOs are published in our Academic Catalog. 

To demonstrate how the required courses are designed to address each PSLO, programs develop a curriculum map. Also, to determine the extent to which students are able to achieve the PSLOs by the time they complete the program, programs develop an assessment plan. For each PSLO, programs must use at least one direct measure to assess student achievement of the outcome; however, programs are encouraged to use multiple measures (including direct and indirect measures). 

While programs are providing students with learning opportunities in their courses, the program regularly collects assessment data for their PSLOs and aggregates the data for each measure. Each year, program faculty review the assessment data together and identify strengths and areas for improvement. Depending on each program’s assessment cycle, programs use the assessment findings to develop program-level strategies to improve student achievement of the PSLOs. 

Our Instructions and Templates help to provide KSU faculty with essential tools for creating and maintaining successful academic courses. With templates and tools like Excel for rubric analysis, and feedback from the Office of Assessment, we aim to enhance academic programs across the university.

Reporting Schedules for KSU Programs

All non-accredited degree and certificate programs follow a similar reporting schedule, as shown in the table below, that corresponds with a 7-year comprehensive academic program review schedule (APR). Results are reported to the Office of Assessment each year. In year 3, programs reflect on the trends in their assessment findings and develop and start to implement strategies for improvement for specific PSLOs. In year 6, programs reflect on the trends in their assessment findings again, note if any changes in the findings are correlated with their improvement strategies, and develop and implement new strategies for improvement. In year 7, programs engage in the APR process (see additional information on the APR website). The specific reporting schedule for each program is listed on the AoL and APR Reporting Schedule. 

Programs with specialized accreditation may have modified reporting schedules and expectations that are based on what is included in their self-study reports and the timing of their accreditation review. These modified schedules are reflected in the AoL and APR Reporting Schedule. 

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