California State University, Long Beach                                                                    

Policy Statement

July 15, 1998




This policy was recommended by the Academic Senate on May 14, 1998

and approved by the President on June 15, 1998.



1. Introduction

1.1 The broad purposes of assessment are to acquire systematic evidence of our success in fulfilling our mission, especially our desired educational outcomes for students, and to use such evidence to support planning aimed at improving the quality of the University. More specifically the goals of assessment are to:

1.1.1 guide departments, colleges, divisions, and the University as a whole in efforts to strengthen or improve academic programs and support services.


1.1.2 stimulate efforts by departments and colleges to develop collaboratively explicit learning goals for courses, departments and programs and to assess student attainment of those goals.


1.1.3 support effective and efficient campus decision-making.


1.1.4 develop evidence for external constituencies such as the state legislature, the California State University, and the public at large regarding the effectiveness of the University in achieving its mission, strategic goals, and objectives.


1.2 The Assessment Policy for California State University, Long Beach is intended to facilitate assessment throughout the University by establishing basic principles to guide assessment activities.


2. Guiding Principles

2.1 CSULB assessment practices should meet professionally recognized standards of best practice such as the 9 Principles of Best Practice for Assessing Student Learning promulgated by the American Association for Higher Education Assessment Forum which are incorporated by reference into this policy.


2.2 Assessment practices should be designed to serve the specific needs of this University now and as those needs may change over time.


2.3 Forms of assessment may vary across the University, depending upon the type of assessment which is most appropriate for particular units.


2.4 Priorities for assessment activities should be based upon broad consultation among faculty, staff, and students employing systematic, valid procedures for gathering and integrating information.


2.5 Each campus unit should develop and implement ongoing assessment plans which flow from stated goals for student learning and development and provide useful feedback to the unit for its planning.


2.6 Assessment activities in academic or student development units should provide feedback to students that guide them as they move through their university careers.


2.7 The General Education Program should develop an ongoing assessment plan similar to that of academic units.


2.8 The Program Review process should become the occasion to frame significant assessment questions appropriate to the discipline and department and develop or revise ongoing assessment activities.


2.9 Results of assessment activities are intended for purposes of improvement of programs and shall not be utilized in personnel actions.




EFFECTIVE: Fall 1998