Program Goals and Learning Assessment

A total of 5 sections of CSD 146 (Introduction to Communication Disorders) were assessed over Fall '21 and Spring '22. Three of the sections were taught in person and two were a brand new asychronous, online offerings of the same class. A combination of quizzes and homework assignments were used to assess course effectiveness.

In particular, we wanted to know how a completely online, asynchronous offering (newly offered this year) compares to the traditionally offered in-person version in satisfying this particular program learning objective. Because of the size of the classes, we used performance on test and exam questions as well as quizzes covering key material to assess the learning objective.

We evaluated sections of our introductory course CSD 146 for each semester to assess how well students are able to "Explain and apply knowledge of the theoretical and scientific foundations of CSD".

Because of the size of the classes, we used performance on test and exam questions as well as quizzes covering key material to assess the learning objective.

Performance Target: 75% of assessed students obtain a B or better aggregate on the assessments.

Notes: This is an introductory course and will include majors and a wide range of non-majors.

The current assessment results indicate that sections of our introductory class all met targets. Overall, the performance target was exceeded, with 85% of students scoring at least a B. 

Importantly, those taking the new offering of this course in the online, asynchronous mode exceeded our performance target of 75% earning a B or better. 

Further, in all the different sections of this course, instructors employed a variety of ways to assess student learning despite relatively large class sizes. 

• The Undergraduate Assessment Committee gathered data from homework assignments, course projects, lab experiences and exam questions in the following 400-level courses:
  • CSD 442: Articulation and Phonological Disorders to assess student knowledgeof speech sound disorders;
  • CSD 433: Aural Rehabilitation to assess student knowledge of hearing loss; and,
  • CSD 431: Neuroanatomical and Neurophysiological Foundations of Communication Disabilities to assess student knowledge of language disorders.
• Assessment of student performance on graded projects, assignments, and exam questions pertaining to the selected objectives has a department-set goal: At least 80% of students will receive a grade of B or higher.
  • NOTE: This was assessed in a remote learning format because of COVID-19 related disruptions.

Data from three courses (CSD 431, CSD 433, and CSD 442) examining language, hearing and speech disorders respectively across two semesters (Fall 2020 and Spring 2021) were used for the current assessment.

A diversity of instruments (tests, quizzes, written projects and discussion questions) were used to obtain a balanced picture of student performance in these courses. 91% of students across the semesters, courses, and instruments obtained a B or better.

The goal of at least 80% of students obtaining a B was met overall as well as in individual courses.

This suggests that our students are obtaining balanced instruction across the three pillars (speech, language, and hearing) components of our major. Differences within semesters/assessment methods must be interpreted cautiously given that these data were obtained in COVID remote classes that posed additional challenges for instruction. Nevertheless, the overall performance was strong and likely comparable to other semesters with completely in-person instruction.

• A total of six measures were used to assess students’ knowledge of communication sciences and disorders.
• Assessment of student performance on class assignments pertaining to the selected objectives has a department-set goal: At least 80% of students will receive a grade of B or above.

Six measures were analyzed to determine students’ knowledge of how individual, cultural, and linguistic differences contribute to understanding of language and communication.

All of the six measures met the criterion. These data were gathered across three 400-level courses; two were short essays written in response to questions following an assigned reading, two were short essays written in response to questions following viewing of an assigned documentary, and the remaining two measures were in the form of assessment projects. The average percent of students who earned a grade of B or higher for the essay questions pertaining to how individual, cultural, and linguistic differences contribute to understanding of language and communication was 96%. The project results yielded 95% of students earning a B or higher.

Our assessment report for 2018-2019 revealed that students in CSD are gaining valuable information pertaining to how individual, cultural, and linguistic differences contribute to understanding of diversity of language and communication that will arm them with the basic knowledge in the field needed to be successful in a required graduate program.

• A total of 13 measures were used to assess students’ knowledge of communication sciences and disorders.
• Assessment of student performance on class assignments pertaining to the selected objectives has a department-set goal: At least 80% of students will receive a grade of B or above.

Eleven measures were analyzed to determine students’ knowledge of appropriate procedures to assess and remediate speech and language disorders. Ten of the 11 measures met the criterion. These data were gathered across three courses; three were in the form of exam questions, one was a case study, three were short essays written in response to a question following an assigned reading, and the remaining four measures were in the form of assessment projects. The average percent of students who earned a grade of B or higher for the quiz and exam questions pertaining to assessment and remediation of speech and language disorders was 83%. The case study results yielded 90% of students earning a B or higher. An average of 92% of the students who completed these projects and assignments earned a grade of B or higher; however, the results of one project did not meet criterion as the percent of students who earned a grade of B or higher was 78%.

Two measures were assessed to determine students’ knowledge of essential skills for generating professional written reports. 98% of the students in the fall 2017 semester earned a grade of B or higher. 73% of students earned a minimum grade of B in the spring 2018 semester.

Our assessment report revealed that students in CSD are gaining valuable information pertaining to assessment and remediation of communication disorders and writing professional reports that will arm them with the basic knowledge in the field needed to be successful in a required graduate program.