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University Assessment supports academic and administrative assessment programs that evaluate program learning outcomes and administrative processes.
There are four main structures that accomplish academic assessment and provide a comprehensive review of student learning and effectivness of instruction:
  1. General Education Outcomes Assessment,
  2. Major Core Outcomes Assessment,
  3. Comperhensive Academic Review, and
  4. Faculty Evaluation
There are two main structures that provide for administrative assessment:
  1. Quarterly strategic plan evaluations, and
  2. Title IIIB project evaluation
Through the strategic planning process, administrative and support units conduct evaluation sof their objectives and submit a formal progress report. A year-end report is submitted. All programs funded through the Title IIIB grant (from the U.S. Department of Education) conduct quarterly and annual evaluations of the grant's goals and desired outcomes. Activity Directors  of the University's Title IIIB programs discuss these evaluations with their respective vice presidents. Project activity modifications are made as indicated by the reports and the discussions they initiate.
The University Assessment Office will broaden the activities of administrative assessment by assisting administrative areas in the development of assessment plans.


  1. Clear, specific, focused, and measurable student learning objectives have been written to fulfill the intent of the program goals.
  2. Multiple assessment methods have been carefully selected and/or developed to address properly each of the student learning objectives in the program.
  3. Evidence supporting the reliability and validity of assessment methods have been scrutinized.
  4. Staff and faculty have designated standards such as cutoff scores for student performance on assessment methods.
  5. A proper design has been chosen and implemented to ensure that internal and external threats to the validity of the assessment study have been minimized.
  6. Procedures for collecting assessment information within the context of the study design have been carefully planned and monitored.
  7. Suitable and comprehensive statistical procedures have been chosen.
  8. The assessment results or outcomes concerning student learning and development have been interpreted with regard to the program objectives.
  9. Evidence of curricular, instructional, and/or service modifications with subsequent follow-up of changes in response to the acquired assessment results exists.
  10. Evidence that resources are moved or reallocated in response to the acquired assessment results exists.
  11. When relevant, traditionally and technologically delivered instruction has been compared with regard to student learning and development.
  12. The assessment report of the statistical findings has been written clearly, accurately, and objectively.
  13. Broad and ongoing staff and faculty discussions and involvement occur throughout the assessment process.
  14. The persons conducting the assessment study should be trustworthy and competent to perform the study so that the findings achieve maximum credibility and acceptance.
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