Outcomes Data

In 2021, the Department of Geosciences modified and updated our student-learning evaluation. The pre- and post-program quiz was changed to align with our Learning Objectives based upon AGI Core Concepts and Skills.

Results of Undergraduate Student-Learning Evaluations

chart of outcomes

Department response to assessment results (2025)

Observation = pre outcomes scores unchanged

consistent scores compared to prior years
not clear that a pre-test outcome is an important metric for a degree program – we do not expect students to have much prior background and results show this.

Observation = delivery of post assessment via Canvas much improved

easier to administer and encourage participation
flexibility in exam design

Observation = post outcomes much higher than prior years (>2X)

mean score of 69% is 46% > pre-assessment
69% is still below department expectations

Observation = unclear if post exam questions are best measure

test questions may be overly specific to evaluate a broader learning outcome
test questions may not be appropriate for all students depending on emphasis and electives

Observation = Moving Field Methods to earlier in program (Fall 24) is improving time to completion

Some students were able to complete Field Camp capstone in summer of Junior year, facilitating graduation in the following December or May.

Revisions made to student-learning evaluation in fall 2025

Discussing revising the assessment process to move away from the pre- and post- test approach
Evaluating post-exam results to identify if key learning outcomes are not being met in curriculum or if exam questions are inappropriate/poorly constructed
Considering a method that collects artifacts from assignments in select courses that map to the learning objectives
As a pilot, Geo Learning Objectives (AGI Core Concepts and Skills) were embedded into rubrics for a few key assignments in GEO 4500 (Petrology). Similar artifacts may be collected in Spring 26 GEO 2200 to evaluate earlier stages of curriculum.

Department response to assessment results (2024)

Observation = 2024 Post Exam was not administered

unable to compare to prior years
difficulty in capturing graduating students in exam format identified

Observation = still several students not completing pre-exam

testing mechanism (Qualtrics) may be problematic for connecting to students

Revisions made to student-learning evaluation in 2024

Moved exam format to a Canvas course for easier delivery to students

Department response to initial assessment results (2023)

Observation = limited sample size

The same students are not yet tested in pre- and post-assessment
This will be resolved as we continue to administer the assessment

Observation = high number of incomplete quizzes in 2023

Emphasize to students they must answer every question, even if just guessing
Shorten the quiz so it takes less time

Observation = results identify esoteric and unclear questions in quiz

Rewrite poorly worded and confusing questions and multiple-choice answers

Observation = low mean scores on post-assessment

With further data, item analysis can be done to identify those learning objectives not met
Faculty can then validate whether assessment aligns with course content
Potentially remediate how courses address learning objectives

Revisions made to student-learning evaluation in Fall 2023

Reduced number of questions while maintaining academic rigor
Removed poorly worded or confusing questions in particular
Added new questions designed by current faculty to improve balance of learning objectives addressed

Feedback from USU Office of Data Analytics

2022 – 2023 Review

Undergraduate Program Assessment – Geology (BA, BS)

The Department of Geosciences is committed to ongoing evaluation and improvement of our undergraduate programs. Each year, the Office of Data Analytics (ODA) reviews our assessment practices to ensure we are effectively measuring student learning and using results to strengthen our program. Below is a summary of the most recent review (AY 2022–23).

Strengths

Learning Outcomes: Our program outcomes are well developed and aligned with the Future of Undergraduate Geoscience Education initiative (AGI, 2021). Updates reflect continuous improvement and relevance.
Faculty Engagement: Faculty regularly review assessment data and have made curricular adjustments based on student feedback and industry needs.
Transparency: Assessment plans, data, and archived reports (2017–2024) are posted on our website for public access.

Areas for Growth

The ODA review rated our planning, data collection, use of results, and feedback processes as “emerging.” Key improvement needs include:

Clearer, more specific language in some learning outcomes (e.g., understand, apply, create, analyze…).
The number (10+) of learning outcomes could be streamlined
A published assessment timeline.
Broader use of direct and indirect measures (surveys, course evaluations, advisory board input).
Expanded analysis of student data, including disaggregation by demographics.
Stronger documentation of how results drive changes in curriculum and student learning.
A more formalized process for incorporating external stakeholder feedback (alumni, employers, industry).

Next Steps

In response to the ODA review and our own observations of our assessment process, the Department of Geosciences will:

Review and consider revision of our student learning outcomes to a) consolidate as appropriate and b) include more specific language related to the desired outcome
Include more specific information on the timeline for key components of the assessment plan
Improve our assessment practices to link required courses with program outcomes.
Implement a pilot assessment process that collects artifacts from select assignments in a course linked to specific learning outcomes.
Consider ways to include indirect measures and disaggregated analyses.
Strengthen our annual review process of the assessment program with improved documentation of faculty discussions, decisions, and program improvements.