CRITICAL PERFORMANCE DATA
REPORTED BY COHORT GROUP
progress in the program, faculty annually review student performances to
the degree to which students are achieving program goals as articulated on the Student Outcomes and Professional Competencies Rubric. These
assessments are based upon the data collected through critical
performances. This data allows for continuous program improvement
as successive cohort groups move through the program.
program faculty will follow the steps outlined below to proceed with
program assessment. This program assessment is founded on the student outcomes and the professional competencies.
ONE: Students complete the critical performances according to
directions and criteria provided by professors. Copies of student
work from the four critical performances are gathered by the Program Coordinator.
TWO: The Program Coordinator gathers faculty together annually for
purposes of assessing student performance on critical performances (two
each year). Program faculty review student performance as
reflected in data drawn from critical performance rubrics.
- STEP THREE: Faculty then use the Student Outcomes and Professional Competencies Rubric to assess the program based on review of student performance on critical performances.
FOUR: The Program Coordinator reports to the Department Head regarding
faculty conclusions related to student performance in the program
and the degree to which student outcomes were reached and professional
- STEP FIVE: Copies of student work are archived in the Department Office.
CRITICAL PERFORMANCE DATA
The data linked below is structured around the Student Outcomes and Professional Competencies Rubric. The rubric is open-ended and invites three levels of responses
The data reported reflects the faculty's assessment of the overall PROGRAM. Work produced by students for Critical Performances
is the basis for making judgments about the program. However,
such assessments are not a critique of the students individually but
rather the general rigor or focus of the program. For
example, as a group the majority of students may all produce work at
the "exemplary" level for a given crtical performance. However,
after reading the exemplary work students produce, the faculty may
determine that the particular critical performance uncovers a lack of
rigor in one or more areas of the program. Thereby this
process functions as an assessment of the program and not individual
students--a subtle but significant difference.
- Strong Evidence
- Some Evidence
- Little Evidence
CRITICAL PERFORMANCE DATA BY COHORT GROUP
- COHORT GROUP 5 (2009-2011)
- COHORT GROUP 6 (2011-2013)