Data Definition A-G
The absolute graduation rate (AGR) is the proportion of undergraduate degree-seeking students entering an institution who eventually graduate from that institution (WSCUC Glossary)
In higher education, being answerable to the public, e.g., students, parents, policymakers, employers. Historically, accountability has focused on financial resources; emphasis now extends to students’ academic progress, including retention, acquisition of knowledge and skills, and degree completion.
The individual at an institution who is assigned to conduct continuing relations with the accrediting agency and to oversee processes associated with the institution’s accreditation status.
Connections among functions or dimensions of an institution that support achievement of goals, e.g., among curriculum, pedagogy, and expected outcomes; or priorities, planning, and resource allocation.
A way to collect evidence of student learning.
A point of reference or standard of excellence in relation to which something can be compared and judged. A specific level of student performance may serve as the benchmark that students are expected to meet at a particular point in time or developmental level. Retention and graduation rates may also be benchmarked against those of peer institutions or national norms.
A culminating project or experience, usually associated with undergraduates but also applicable to graduate education, that generally takes place in the student’s final year of study and requires review, synthesis, and application of what has been learned over the course of the student’s college experience. The result may be a product (e.g., original research, an innovative engineering design, an art exhibit) or a performance (e.g., a recital, an internship, student teaching). The capstone can provide evidence for assessment of a range of outcomes, e.g., core competencies, general education outcomes, and institution-level outcomes, as well as those for the major or graduate degree.
Data drawn from other sources: from within or, more typically, from outside the institution. Comparative data can enhance meaning and contextual understanding of the primary data being reviewed and analyzed.
In assessment of student learning, a specific skill, body of knowledge, or disposition; can also refer to the student’s ability to demonstrate that learning. “Competency” is sometimes used interchangeably with “outcome,” “objective,” and “ability.”
This signifies that students are able to graduate, having completed all requirements for their degree; sometimes used as a synonym for “graduation.”
As defined in WASC Standard 2, Criterion for Review 2.2, institutions report on graduating students’ levels of performance in five core competencies: written and oral communication, quantitative reasoning, critical thinking, and information literacy. Not to be confused with “core curriculum”.
- An approach to general education that requires all students to take the same set of courses, rather than choosing from a menu of options
- sometimes used as a synonym for general education. See also “general education.”
- A certificate stating that the student has graduated from a particular curriculum, has passed certain subjects, or demonstrated mastery of a specific set of skills
- a statement signed by a proper authority certifying that a person is authorized to perform certain functions or has been designated as an official representative.
A commonly accepted quantification of student academic learning. One semester unit represents the time a student is expected to devote to learning in one week of full-time undergraduate study (typically two to three hours of preparation for each hour of class, or the equivalent, for a full-time course load of 14 to 16 units per semester). At the graduate level, typically, more than three hours of study for every hour in class is expected. Institutions using other academic calendars generally calculate units of credit relative to semester units. For example, one (15-week) semester unit may be equated to 1.5 (10-week) quarter units.
The representation and recognition of people of different backgrounds and points of view in the various constituencies of a college or university, e.g., student body, faculty, staff, and governing board.
Producing the intended learning results in an educational endeavor. As used by WASC, educational effectiveness includes clear and appropriate educational outcomes and objectives; and alignment at the institutional and program level of resources and processes, including assessment, to ensure delivery of programs and learner accomplishments at a level of performance appropriate to the degree or certificate awarded. At the institutional level, findings about learning are integrated into planning, budgeting, and decision making.
- In assessment of student learning, a high-level, very general statement of learning expected of graduates, aligned with the institution’s mission, vision, and values (more specific learning outcomes are derived from goals)
- a statement developed by an institution or program related to strategic planning, financial development, and other important issues.