New Jersey Institute of Technology

Program Assessment (as seen in the Capstone Seminars)

The 2004-2005 ABET criteria require assessment processes that show that results are used to further program improvement: not only must outcomes of learning be established and assessed, but the assessment process must demonstrate that the results have been used to improve teaching and learning. In short, goal setting and outcomes assessment without follow-up are insufficient in higher education in the 21st century.

Program assessment for capstone seminars evaluates writing, speaking and collaborative learning. This senior level program is designed to bring together skills and interests of a student to those of an instructor’s field.

Capstone seminars small class settings allow faculty the opportunity to work closely with the student on substantial writing projects and through oral and collaborative work. The objective is to bring back a focus on writing, speaking, and collaborative learning at the end of their college careers. Assessment measures at this level contribute to the overall
assessment process.

Outcome Assessment

Our outcome assessment research investigates a wide variety of students and their writing ability—from placement of freshman students through evaluation of graduate students. The purpose of the collaborative assessment website is to invite others to do replication studies in key areas where little is known (such as prompt design, primary trait portfolio review, and undergraduate upper division assessment) as well as validate methods with established testing. Working collaboratively with validity, reliability and meaningful outcomes would make true cross-cultural inquiries possible. Our outcome assessment website houses current assessment standards, practices and actual data sets of scores at NJIT.

NJIT researchers plan to pursue a number of strategies for refining metrics: to discuss, debate, and present assumption of core competencies that drive assessment; to revisit, refine, and clarify the inputs in the existing NJIT variables. Our strategies will include engaging in face-to-face and electronic discussions among faculty about programmatic standards, curriculum design, course design, course assessment, student recruitment, and other programmatic elements.