The Assessment Council
The OHSU Assessment Council advises academic leadership on matters concerning institution-wide assessment of educational programs, student learning outcomes and the resources needed to support such assessments. The council ensures that academic assessment and accountability are institutional priorities and supports OHSU's mission to educate health care professionals, scientists and leaders in top-tier positions.
- Alex Shuford, Ph.D.(School of Medicine - Undergraduate Medical Education)
- Yi Cao, Ph.D. (School of Nursing)
- Robin Champieux, M.L.S. (Faculty Senate Representative)
- Sarah Drummond-Hays, M.A. (School of Medicine - Physician Assistant Program)
- Paula Gubrud-Howe, R.N., Ed.D. (School of Nursing)
- Robert Halstead, M.B.A. (Provost’s Office)
- Cherie Honnell, B.S. (Provost’s Office)
- Tatum Korin, (School of Nursing)
- Lisa Marriott, Ph.D. (School of Medicine - Graduate Programs)
- Julie McGuire, (School of Medicine - Human Nutrition)
- Deb Messecar, Ph.D., M.P.H., R.N. (School of Nursing - Undergraduate Programs)
- Rose McPharlin, D.D.S. (School of Dentistry - Pre-doctoral Programs)
- Tanya Ostrogorsky, Ed.D. (College of Pharmacy)
- Crystal Paredes, (School of Dentistry)
- Lisa Hatfield, Ed.D. (Teaching and Learning Center)
- Kevin McLemore, (School of Public Health)
- Anna Teske, M.P.A. (Provost’s Office)
- Sarah Jacobs, M.Ed. (Teaching and Learning Center)
- Richard Goranflo, Ph.D. (School of Medicine - Graduate Programs)
- Sam Papadakis (Student Representative)
- Mark Rivera, M.S., M.A.T. (Educational Improvement and Innovation)
- Kirstin Moreno, Ph.D. (Educational Improvement and Innovation)
- Dylan Johnson (Teaching and Learning Center)
- Zoe Speidel M.A. (Teaching and Learning Center)
- Jessica Walter M.A. (School of Medicine - Division of Management)
OHSU Learning Goals
We measure student learning outcomes against two primary sets of educational goals...
- Core Theme Indicators as identified by the Northwest Commission on Colleges and Universities - read more
- OHSU Graduation Core Competencies/Student Learning Outcomes:
Professional knowledge and skills: Demonstrate competence in the core knowledge, skills, and practices as defined by degree programs and relevant professional licensing and credentialing boards.
Reasoning and judgment: Demonstrate the ability to identify and define problems, critically compare options, make timely decisions or recommendations, identify uncertainties and use findings to improve outcomes in light of evolving evidence.
Evidence-based practice and research: Demonstrate the ability to access, evaluate and apply relevant science knowledge to support evidence-based health care, disease prevention, health promotion and discovery.
Lifelong learning: Demonstrate the ability to recognize gaps in knowledge and experience through informed self-assessment and reflective practices and take actions to address those gaps.
Communication: Demonstrate active listening and oral and written communication skills with diverse individuals, communities and colleagues to ensure effective, culturally appropriate exchange of information.
Professionalism and ethics: Demonstrate integrity, honesty, knowledge of ethical principles and the standards of professional conduct and the ability to apply ethical principles in clinical care, research, education or community service.
Teamwork: Demonstrate the abilities required to foster and work effectively within collaborative, team-based environments.
Safety and quality improvement: Demonstrate the ability to identify situations that compromise safety and participate in risk reduction and continuous quality improvement.
Systems: Demonstrate an appropriate understanding of evolving health care systems, health and science policy and resource allocation in order to optimize human health and scientific discovery.
Patient and client-centered care: Additionally, clinical degree program graduates will be able to demonstrate the ability to collaborate with diverse individuals, families, and communities to provide quality care that is respectful of and responsive to their preferences, needs, attitudes, beliefs and values.
Reasons for Assessing Student Learning
- It provides equitable student experiences: No matter a student's educational characteristics and assumptions, all students know what to expect on day one until they day they graduate.
- Documents quality: Demonstrating and proving our graduates are competent when they graduate.
- Ensures alignment: Our learning outcomes inform our curriculum, our curriculum and outcomes inform assessment methods and assessment results inform curricular change.
- Differentiates ourselves regionally and nationally: OHSU is a trendsetter in education. We must continue to demonstrate what makes our educational experience unique.
How Assessment Improves the Quality of Education
Assessment plans and reports are reviewed by the Assessment Council utilizing a rubric that examine the following criteria:
|Communication of SLOs||Student learning outcomes statements have been prominently posted on the institutional website and made available to students.|
|Progression (if applicable)||The difference between unique degree/certificate levels is clearly defined in the SLOs. (i.e. There is a progression from certificate to terminal degree.)|
|Measurable SLOs||SLO's are measurable.|
|Alignment of Core Competencies to SLOs||Alignment of SLOs with OHSU Core Competencies is clear.|
|Levels of Evaluation Outcomes||Assessment methods cross multiple levels of cognitive complexity and specificity.|
|Engagement of Stakeholders in Program Assessment Planning and Review||Groups and individuals engaging regularly include representatives from a) faculty; b) staff; c) students; d) alumni; e) external stakeholders; f) employers|
|Closing the Loop: Course Improvement||There is evidence that the program collected, analyzed, and used assessment data to inform improvements to at least one course.|
|Closing the Loop: Incorporation of Course Evaluation Feedback||There is evidence that the program collected, analyzed, and used course evaluation data to inform improvements to at least one course.|
|Closing the Loop: Program Improvement||Assessment data have been analyzed and used for program improvement.|
|Closing the Loop: Address Assessment Council Feedback||Program responded to committee's required feedback from previous assessment cycle and no further required changes are necessary|
|Inclusion of Sample Rubric||Program submitted a sample assessment method (i.e., rubric) which is well aligned with an OHSU Core Competency.|
How we do the Assessment Process
The following image describes the OHSU assessment framework and includes various important elements (I.e., alignment, stakeholders, and action plans) to stimulate reflection at the program level.