ASSESSMENT PLAN

2016 - 2017

CARLA KRUEGER
ASSESSMENT DIRECTOR

Randall University Assessment Plan

(Including Policies and Procedures)
Revised 5/26/2016

TABLE OF CONTENTS
Section

Page

Faculty Evaluations ........................................................................................................ 3

Employee evaluation Policy and Schedule Chart...3
Evaluation purpose and descriptions4
Program Evaluations (includes General Education Program)..5
Assessment of Students and Student Life...6
Assessment of Service to the church and the community.7
Assessment day and the Evaluation of the Assessment process....7
Purpose and Procedure for the Student evaluation of Instruction....8
Evaluation of Publications...9
Financial Operations Assessment and Timetables...........................................................9
Policies and Procedures..................................................................................................10
Systematic Review of Programs11

..
NOTE: The data collected by the Assessment Committee is a driving force for the Strategic Long
Range Plan.

Randall Assessment Plan

FACULTY EVALUATIONS
1.
2.

3.

4.

5.

Professional Development Forms are collected in May these forms are collected
and reviewed by the Chief Academic Officer (CAO).
Student Evaluation of Instruction Students are required to complete these forms
(for each course) through the campus Mysaints (Populi ) system. Data is reviewed
by the CAO and forwarded to each instructor (See p 8. for procedure)
Course Syllabi Evaluations Each faculty member is required to submit a syllabi for
each course using the required format. The CAO will, periodically, review a syllabus
for each instructor.
Classroom evaluations
A
CAO and/or School Chairs will observe and evaluate classroom instruction to
promote improvement.
b.
The CAO will determine how often instructors need to have classroom
evaluation.
The Full-time faculty members will schedule an end of the year evaluation with the
CAO during the Spring Semester. This will involve either a self -evaluation form
and/or an evaluation form completed by the CAO.

EMPLOYEE EVALUATION POLICY AND SCHEDULE CHART

The Institution conducts regular evaluations of its employees against the responsibilities in the
approved job description.
Employee Category/
President
(Trustee Manual)
Senior Administrators
Professors

Full-time Staff and

Teaching Assistants
(i.e., Coaches)
Full-time Instructors

Part-time Instructors

Part-time Staff

What

When

Who

Job Description and

Presidential
Evaluation form
Job Description
Job Description
Course Evaluations
Selected Syllabi

Spring Board of
Trustee Meeting

Board of Trustees

June
May

Job Description

May-June

President
Chief Academic
Officer and School
Chair or Degree
Director
Direct Supervisor

Job Description
Course Evaluations
Selected Syllabi
Job Description
Course Evaluations
Selected Syllabi
Job Description

Semester (at least

one element from the
list to the left)
Rotating

School Chair or
Degree Director

Rotating

Direct Supervisor

Direct Supervisor

The President is evaluated each spring by the Board of Trustees in regular session. The job
description and evaluation are available in the Trustee Manual.

Randall Assessment Plan

EVALUATION PURPOSE AND DESCRIPTIONS

Purpose: The faculty evaluation program is to improve the quality of instruction. Evaluation results
may be used when considering faculty for rehire or advancement, but should not constitute the
sole determining factor. The administration reserves the right to sit in on any classroom session for
the purpose of evaluation. Other factors could include service to the institution, involvement in
professional organizations, and progressive scholarship. Methods of evaluation are as follows:
1. Personal Evaluations: This evaluation will be done by the instructor in conjunction with the
preparation or revision of the course to improve their own teaching performance.
2. Student Evaluations: Student evaluations will be done in all the courses the instructor
teaches. Evaluation forms will be distributed to the students to be collected and analyzed
for future improvement. Frequency distributions and group means will be compared across
the faculty, as well as individual item analysis. (Procedure is on p. 8)
3. Syllabus Analysis: The Curriculum and Instruction Committee in cooperation with the CAO
will review a sample of each instructor's course syllabus to insure that proper attention has
been given to meeting published syllabus requirements (see Syllabi template on Populi shared files).
4. Classroom Performance:
a. The Chief Academic Officer and the school chair or degree director will visit the
largest class taught by the instructor at a prearranged time to evaluate classroom
performance.
b. A final consultation with the Chief Academic Officer and the school chair or degree
director will be held to formulate goals for implementing a positive plan to improve
instruction.
Faculty Classroom Evaluation Schedule will be determined by the CAO.
Supporting Staff Evaluations:
Each staff member is evaluated against their job description by their immediate supervisor.
Job descriptions are revised, regularly, to accurately reflect the expectations.
Evaluation of the President: The President will be evaluated, annually, by the Board of Trustees.
Board Evaluations: Each member of the board of Trustees completes a self- evaluation to help
improve their duties (as described in their job description).

Randall Assessment Plan

PROGRAM EVALUATION/ASSESSMENT
1.
2.
3.

4.

5.

Comparative Curricular Analysis each program director is responsible for

comparing their program requirements to similar institutions.
Senior Focus Groups Conducted, annually, by Program Directors during
Assessment Day.
Student Surveys Administered during Assessment Day. (The IT department puts
the survey on line for assessment Day and leaves it up for one week, the
Assessment Committee Reviews and Quantifies the Data, then forwards it to
members of the Administrative Committee)
Program (Curricular) Development Review Annual reviews and revisions take
place during monthly Departmental meetings. Proposed changes are submitted to
Curriculum and Instruction then to the general faculty for final approval. (See
program Development Review Policies and Procedures Manual)
Alumni Surveys Surveys are sent to graduates (Both AA graduates and BA or BS
graduates) of five years back. Purpose: Five years gives the student sufficient time
to complete most mission requirements, to complete graduate school, and/or have
some experience in their field of study thus giving them better insight to their
experience at Randall University.

Procedures for Program Directors: Program Directors need to be actively involved in the
Assessment of their Programs.
Program Directors should:
1.
Participate in Assessment Day (Each program director is responsible for
contacting each Senior. (Inform the student of the date, time and place of
their programs focus group)
2.
Keep an assessment binder, in their office, with data that has been collected..
This may include data collected during senior focus groups, advisement,
mentoring, comparative curricular analysis, letters from employers, or any
other method pertinent to that particular program evaluation.
3.
Include changes that are made to the program as a result of information
collected.
4.
Track Graduates: Keep a list of graduates, year of graduation, and current
occupation and/or graduate school attended. This will help assess the
program by evaluating the students vocation as it is linked to their program of
study.
5.
Documented data collection and any proposed changes to the program
should be discussed in Departmental meetings then submitted to the
Curriculum and Instruction Committee and finally, voted on by the faculty.
6.
Four Year Systematic Rotation schedule for the assessment of degree
programs Include Direct and indirect measures. (ex. Comparative Curricular
Analysis, Interviews with Program Directors of similar Institutions of higher
learning
Please refer to Systematic Review of Programs on page 11.
General Education Program Assessment:
1.
Junior Focus Groups Annual assessment on assessment day.( Each
student who is classified as a junior is notified in advance of date, time, and
place).. Two members of the Assessment Committee ask specific questions

Randall Assessment Plan

2.

about each course taught in the general education program. Data is compiled
and given to the various instructors who teach in the General Education
Program.
Alumni Surveys questions or comments about the general education
program are discussed during assessment committee and forwarded to the
faculty.

ASSESSMENT OF STUDENTS AND STUDENT LIFE

1.

Entry Level Placement 1) course placement for entering freshmen is based on

ACT Scores (see catalog for institution requirements for ACT scores). 2) If a student
has not taken the ACT by the time they register, then they will be asked to take the
Compass which will be administered by the or the Admissions Office. The cost is
$5.00 per subject tested. These scores are analyzed and placement is based on
that information.
Compass placement Scores are as follows:
Writing: below 65 =Fundamentals of Grammar
65 and above = English Comp I
Reading: Below 80 = Reading Development
Math: Below 45 = Basic Math
45-65 = Intermediate Algebra or Math Concepts

2.
3.

4.

Classroom Evaluations Each Instructor lists academic requirements in their course

syllabus and assigns grades according to the students academic performance.
Program Specific Requirements B.A. and B.S. Degree students are required to
fulfill certain academic, internship, and program specific requirements as are
outlined in their program of study and are evaluated upon on the completion of each
requirement. Key assessments have been identified, for specific courses and
will be evaluated using grading rubrics, Live Text, and alignment to
standards.
Capstone Courses and portfolio are required of seniors in most degree programs.
This course assesses the overall skills and knowledge that has been acquired, in a
particular program, throughout the students educational experience.

Library Assessment: (Full assessment program on file in the Office of the Director of the
LRC)
1.
Student Surveys 2.
Library Surveys
3.
Circulation
Assessment of Student Services:
1.
Student Surveys
2.
Alumni Surveys
Assessment of Student Life:
1.
Student Surveys
2.
Alumni Surveys

Randall Assessment Plan

ASSESSMENT OF SERVICE TO THE COMMUNITY AND LOCAL CHURCH

1.
2.

Community Service Forms

Church Service Forms

Strategic Long Range Plan: SWOT Analysis is conducted every 5 years to gather data for
the Strategic Long Range Plan (all employees are asked to participate).
Data compiled by the Assessment Committee and the SWOT analysis is distributed to the
Administrative Committee and is used in the planning and implementing of the Strategic Long
Range Plan.

ASSESSMENT DAY AND THE EVALUATION OF THE ASSESSMENT PROCESS

Evaluating the Assessment Process: Each year, the assessment committee will choose an
area of assessment to be evaluated. The committee and/or the administration will evaluate the
following:
1.
Any forms or instruments being used in this particular area of assessment.
2.
The percentage or ratio of participants from the targeted population.
3.
The Procedure for administering these assessment tools and the success in
gathering data.
4.
The effective distribution of the data.
Procedure:
1.
Committee members will evaluate the assessment tool -A form will be provided to
the committee members to evaluate the instrument being utilized. (i.e. form, survey)
2.
The assessment committee will evaluate the participation rate.
3.
The assessment committee will make suggestions for improvements and they will be
discussed.
4.
The assessment committee will decide what changes should be made and
implemented.
*Assessment Day is held, annually, during the Spring Semester.
1.
Freshmen Survey Freshmen meet with the President (usually 9:00 a.m.).
2.
Junior Focus Groups meet (usually 10:00 a.m.) in a classroom with two
assessment committee members. The primary purpose of the junior focus group is
to evaluate the general education program. This data is compiled and forwarded to
the instructors in the General Education department.
3.
Student Satisfaction Surveys All Students Meet in Chapel, on a specified day, for
the survey instructions. Then students are sent to various computers on campus to
complete the on-line survey. An instructor must sign a confirmation slip to be turned
into the Director of the LRC. This counts toward the students chapel attendance. In
order to meet the needs of the on campus students, they are allowed additional time
to complete the on-line student surveys. This survey includes questions which
assess the entire campus.

Randall Assessment Plan

4.
5.

Senior Focus Groups- Seniors meet at various scheduled times, with program
directors, to assess their experience in their particular program.
Assessment Day is evaluated by the assessment committee at the next committee
meeting. All data is reviewed, quantified, and forwarded to the administrative
committee.

PURPOSE AND PROCEDURE FOR STUDENT EVALUATION OF INSTRUCTION

Purpose:
The student evaluation of instruction is an important assessment instrument for the evaluation (by
students) of the instruction of the individual courses. The results can indicate to the instructor, the
areas that they are doing well and/or the areas that need improvement either in course content or
instruction.
Procedure:
1.
2.

3.

4.

The evaluation instrument will be made available on MySaints (Populi) at the end of
the semester and should be completed by the last day of classes.
The instructor needs to explain to their class the importance of the student
evaluation of instruction.
a.
An instructor may make it a part of the requirements for the course in your
syllabus.
b.
An instructor may provide incentives such as extra credit, class assignment
etc.
Instructors need to announce, in class, your timeline and procedure for your
particular course: options:
a.
Allow time in class to access campus computers (reserve computer lab(room
request) or reserve library computers with Director of the LRC)
b.
Allow the students to complete the evaluation on their own time (with a
deadline).
Students may turn in a printout showing that they have completed the survey or
instructor may check for names of students who have completed the survey.)

Responses:
The responses from the student evaluations will be sent to each instructor after grades are turned
in! The Chief Academic Officer will, also receive a copy.
Exceptions:
Courses with less than 4 students will not be recorded in order to protect student identity
and insure confidentiality.

Randall Assessment Plan

EVALUATION OF PUBLICATIONS
All publications are evaluated, revised, and updated on a regular basis. The principal publication is
the catalog which is revised and updated annually under the leadership of the registrar. Prior to
inclusion in the catalog, all curriculum changes must be approved by the faculty, administration,
and Board under the guidelines outlined in Curriculum Development Review. The Student
Handbook is revised and updated each year by the Dean of Students and other employees
involved in student affairs.
The Board of Trustees has the final authority for policies published in the catalog and the
handbooks of the institution. In order to allow a reasonable time for review and questions,
members of the Board of Trustees will be provided the proposed catalog or handbook at least one
week prior to any vote for its approval. The existing publications remain in force until new
publications are approved by the Board.

FINANCIAL OPERATIONS ASSESSMENT AND TIMETABLES

The financial stability and health of the institution is assessed with the following mechanisms:
Monthly:
1. Budget Reports are provided to the Administrators and to Budget Directors to assist them in
managing and controlling the spending in their respective areas.
2. Revenue and Expenditure reports are provided to the Administration and Board of Trustees
for the purpose of accountability of the finances of the institution.
3. Financial Position Report is provided to the Administration and Board of Trustees or the
purpose of accountability of the finances of the institution.
Semi-Annually:
1. The Composite Score is Evaluated at Mid-year (December 31) to ascertain relative financial
stability (internal).
2. The Composite Score is evaluated at the end of the year (June 30) to ascertain financial
stability (external by auditors).
Annually:
1. An annual audit is conducted by an outside firm to evaluate the processes, financial
stability, and health of the institution.

Randall Assessment Plan

POLICIES AND PROCEDURES

For the Administration and Evaluation of the CAAP
1. The CAAP The Collegiate assessment of Academic Proficiency is administered to the
sophomore class on assessment day (if funds are available).
2. These scores are reviewed, each year, by the Administration, Faculty, and Assessment
Committee.
3. The Objective:
a. To compare and contrast our students sophomore test scores to 2 year private, 2
year public, 4 year private, and 4 year public Institutions
b. Our goal is to stay within 1 standard deviation of the institutions listed above.
c. If our students composite score falls below 1 standard deviation then an evaluation
of the courses taught in that particular area would be evaluated.
d. If an individual drops below 1 standard deviation of the national average and they
are seeking a Bachelors degree, academic Intervention is recommended.

Randall Assessment Plan

SYSTEMATIC REVIEW OF PROGRAMS

The Programs at Randall will be evaluated systematically and regularly according to the following
plan. Each Program Director is responsible for leading their faculty in this review. Each school
should then review the evaluation and forward it to the Curriculum and Instruction Committee and
then to the full Faculty, and finally, to the Administration and Board. Although data will be obtained
each year, each degree will be fully evaluated every four years.
Cycle of Review:
1. Year 1-3: Collect student assessment data by direct and indirect measures.
2. Fall, Year 4: Evaluate purpose and learning aim.
3. Spring, Year 4: Present findings
4. Year 1: Changes initiated from program review.

Plan:
1. The purpose, learning aims, and curriculum of the program should be evaluated.
a. These should be evaluated against other institutions. Support from the other
institutions should be provided in the evaluation.
i. What do they have in this degree?
ii. Is the field too crowded?
iii. Compare content of classes with other schools
1. Transfer Equivalency
2. Course Descriptions
b. The Scope and Sequence of the program should be evaluated, as well. Attention
should be given to insure that the Scope and Sequence connects clearly with the
program learning outcomes.
c. Marketability - do students want this? Can they get a job with this degree? What are
the possible jobs they can get with this degree?
d. Outside input experts and practitioners in the field

2. During the review process, programs that are offered online and on campus will be
evaluated to insure that the two programs are comparable. The courses required are
identical, therefore attention must be paid to rigor and content of the individual classes.
3. An evaluation will be conducted on how well the students are achieving the goals of the
program. The evaluation will include both direct and indirect measures.
a. Direct Measure: samples of student work completed at the end of the course of
study will be analyzed by faculty to find strengths and weaknesses of the students
as a group. Every program needs to identify what will be used for this
comprehensive evaluation of a students success in meeting the Program
Objectives.
b. Indirect Measures:
i. Senior Focus Group
1. Suggested Questions (Assessment Committee should formalize these
as a minimum.) These are from Walvoord, Assessment Clear and
Simple

Randall Assessment Plan

a. How well did you achieve each of the following program

learning objectives (list each of the program objectives/aims)?
b. What aspects of your education in this program helped you
with your learning, and why they were helpful?
c. What might the program do differently that would help you
learn more effectively, and why would these actions help?
ii. Alumni Surveys (Assessment Committee needs to seek a review by the
School Chairs and Administration)
iii. Retention Rates
iv. Graduation Rates
v. Job Placement/Graduate School Rates
c. Each Program Director will then present findings to Curriculum and Instruction for
objectivity and accountability.

CALENDAR OF PROGRAM REVIEWS

Program

Responsible Party

General Education Requirements

School of Arts and Science

Curriculum & Instruction

Scheduled
Evaluation
(every four
years)
2013-2014

Associate in Arts - General Studies - Business

Emphasis

Business Program
Director
Business Program
Director

Associate in Arts - General Studies Psychology Concentration

Psychology Program
Director

2014-2015

Associate in Arts Concentration - English

English Faculty
(Coordinated by Chair of
Arts and Sciences)

2013-2014

Associate in Arts - General Studies - Science

Concentration

Science Faculty
(Coordinated by Chair of
Arts and Sciences)

2016-2017

Associate in Arts - General Studies - Social

Studies Concentration

Social Studies Faculty

(Coordinated by Chair of
Arts and Sciences)

2016-2017

Associate in Arts Concentration - Business

Bachelor of Science in Business

Bachelor of Science in Exercise Science

Business Program
Director
Exercise Science
Program Director

2015-2016
2015-2016

2015-2016
2014-2015

Bachelor of Arts in Multi-Disciplinary Studies

Liberal Studies Concentration

Randall Assessment Plan

Chair of Arts and

Sciences

2013-2014

Scheduled
Evaluation
(every four
years)
2016-2017

Program

Responsible Party

Bachelor of Arts in Letters

Bachelor of Science Psychology

Letters Program Director

Psychology Program
Director

School of Christian Ministry

Associate in Arts Concentration - Biblical
Studies

Chair of School of
Christian Ministry

2016-2017

Associate in Arts Concentration - Christian

Ministry

Chair of School of
Christian Ministry

2014-2015

Associate in Arts - General Studies - Christian

Ministry Emphasis

Chair of School of
Christian Ministry
Program Director of
Worship and Music
Studies

Associate in Arts - General Studies - Music

Concentration

2014-2015

2015-2016
2015-2016

Bachelor of Arts in Christian Ministry

Educational Ministry Concentration

Chair of School of
Christian Ministry

2015-2016

Integrated Ministry Concentration

Chair of School of
Christian Ministry

2016-2017

Missions Concentration

Program Director of
Missions

2013-2014

Pastoral Ministry Concentration

Chair of School of
Christian Ministry

2016-2017

Theology Concentration

Chair of School of
Christian Ministry

2014-2015

Youth Ministry Concentration

Chair of School of
Christian Ministry

Bachelor of Arts in Intercultural Studies

Bachelor of Arts Worship and Music Studies
School of Education
Associate in Arts - General Studies - Physical
Education Concentration
Associate in Arts - General Studies - PreEducation Concentration
Bachelor of Science in Teacher Education
Elementary Emphasis
Secondary Emphasis -- Business Concentration
Secondary Emphasis -- English Concentration

Randall Assessment Plan

Program Director of
Missions
Program Director of
Worship and Music
Studies
Chair of School of
Education
Chair of School of
Education
Chair of School of
Education
Chair of School of
Education
Chair of School of
Education
Chair of School of
Education

2013-2014
2013-2014

2015-2016
2016-2017

2013-2014
2014-2015
2013-2014

Scheduled
Evaluation
(every four
years)

Program

Responsible Party

Secondary Emphasis -- Physical Education

Concentration

Chair of School of
Education

2016-2017

Secondary Emphasis -- Social Sciences

Concentration

Chair of School of
Education

2014-2015

Randall Graduate School

Master of Arts in Ministry
Master of Public Administration

Program Director of
Master of Arts in Ministry
Program Director of
Master of Public
Administration

2015-2016
2013-2014

Hybrids
Associate in Arts - General Studies - Christian
Ministry & Business Emphasis

Chair of Christian
Ministries and Program
Director of Business

2014-2015

Bachelor of Arts in MInistry and Business

Chair of Christian
Ministries and Program
Director of Business

2014-2015

Randall Assessment Plan