Institutional Research & Effectiveness
Mission University is committed to continuous improvement and data-driven decision-making, which is reflected in our institutional research and effectiveness efforts.
Assessment Committee
The purpose of the Assessment Committee is to provide oversight, identify needs, develop recommendations and policies regarding institution-wide assessment to improve student learning. The Assessment Committee Charter and Assessment Calendar for 2022-23 and 2023-24 are provided below.
Institutional Review Board (IRB)
The Institutional Review Board (IRB) is an administrative body established to protect the rights and welfare of human research subjects recruited to participate in research activities conducted under the auspices of the institution with which it is affiliated. The IRB shall have at least five members of varying backgrounds in order to provide complete and adequate review of human research and its implications. The IRB has access to additional consultants who may advise the Board and are periodically involved in protocol review, as needed.
The IRB is charged with the responsibility of reviewing, prior to its initiation, all research (whether funded or not) involving human participants. The IRB has the authority to approve, exempt, disapprove, monitor, and require modifications in all research activities that fall within its jurisdiction as specified by both the federal regulations and institutional policy.
Institutional Learning Outcomes (ILO) DATA
Institutional Effectiveness Assessment Diagram
The Institutional Effectiveness Assessment Diagram illustrates the comprehensive assessment plan for the institution and all departments (curricular, co-curricular, and support services). Activities and tools for each area demonstrate a holistic approach to institutional effectiveness assessment.
Institutional Effectiveness (enrollment, retention, and graduation rates)
The Institutional Effectiveness document is designed to provide key institutional data for assessment of institutional effectiveness.
NOTE: As of 2022, this information is reported on our annual “Fast Facts” sheet.
Fast Facts
The Fast Facts document is designed to provide key annual “at-a-glance” institutional information and goals.
Student Satisfaction Survey (SSI) Reports
The Student Satisfaction Inventory (SSI) survey is designed to gather quantitative and qualitative data on undergraduate experiences, expectations, and overall satisfaction for assessment of institutional effectiveness. The College’s mission, Institutional Learning Outcomes (ILOs), Program Learning Outcomes (PLOs), Course Learning Outcomes (CLOs), Co-Curricular programs, and Support Services are measured and assessed through direct statements, student comments, and student satisfaction score data.
Graduate Exit Survey Reports
The graduate exit survey is designed to solicit student feedback for institutional effectiveness and strategic planning purposes. Comprehensive institutional effectiveness assessment includes both curricular (educational services) and co-curricular (support services). The questions/statements on the survey were intentionally designed to address student perceptions, expectations, experience, and satisfaction with regard to Institutional Learning Outcomes (ILOs), Program Learning Outcomes (PLOs), faculty, staff, student life experience, technology, safety & security, facilities and maintenance, library services, financial services, institutional loyalty, and graduate placement/employability. Thus, both the educational services and support services of the College are addressed and assessed through this survey.
Alumni Survey Reports (1, 5, and 10 year graduates)
The alumni survey is designed to gather quantitative and qualitative data on post-graduate experiences, perceptions, and overall satisfaction for assessment of institutional effectiveness. The College’s mission, Institutional Learning Outcomes (ILOs), Program Learning Outcomes (PLOs), and alumni success are measured and assessed through direct statements and graduate placement/employability data. Alumni engagement, loyalty, and support are also measured and analyzed for strategic planning and advancement purposes.
Program Learning Outcomes (PLO) DATA
Bible Knowledge Assessment (all programs)
The Bible Knowledge Assessment Test is given to all incoming and graduating students. The exam consists of 100 Bible knowledge questions which cover three primary areas: Old Testament (35 questions), New Testament (35 questions), and Theology (30 questions). The exam was developed by the College’s Bible faculty, and it is customized to the mission, vision, and curriculum of the College. Incoming new and transfer students complete the assessment upon entry and again upon graduation (exit). The anticipated score improvement from entry to graduation (exit) provides institution, program, and course outcomes and assessment data.
Education Program Standardized Test Scores – MEES & MoPTA (2015 – 2025)
The Missouri Educator Evaluation system (MEES) exam is the capstone assessment required by the State of Missouri. In 2018, the MEES replaced the Missouri Pre-Service Teacher Assessment (MoPTA). The MEES assessment is required for graduation from an approved program and teacher certification in Missouri. For AY 2018-2019, the State established the minimum passing score of 24. For AY 2019-20 and beyond, the State established the minimum passing score of 42. All Education students at Mission U are required to PASS this exam which is completed during student teaching (senior year).
Education Program Standardized Test Scores – MoCA (2014 – 2024)
The Missouri Content Assessment (MoCA) exam is also considered a capstone assessment by the State of Missouri. This assessment is required for graduation from an approved program and teacher certification in Missouri. According to the Missouri Department of Elementary and Secondary Education (MO-DESE), “The content area assessments are exit assessments that must be completed by the candidate in all areas of certification. The Missouri Content Assessments replaced the Praxis II Content Assessments beginning on September 2, 2014.” All Education students at Mission U are required to PASS this exam which is typically completed prior to or during their student teaching (senior year).
NOTE: The Missouri Department of Elementary and Secondary Education (MO-DESE) transitioned from the MOCA exams back to Praxis exams effective July 1, 2024. MOCA exams may no longer be taken after July 1, 2024.
Program Learning Outcomes and Assessment
A Culture of Assessment
To create a culture of assessment, Mission University (Mission U) implemented a process of assessment aimed at continuous improvement. The faculty of each academic degree program, in terms of knowledge, skills, and values, describe what they want students to achieve by the time they complete the program. In each syllabus, these desired achievements are then expressed as Program Learning Outcomes (PLOs). The program’s content, student experiences, and teaching methodologies are then aligned in a way to help students achieve these learning outcomes, and the satisfactory completion of PLOs is tracked, measured, and enhanced by using program assessment data. To support this process of evaluating and improving the effectiveness of each degree program at Mission U, two major components are in place:
First, the Annual Department Assessment Report (ADAR) is used to compile, year-by-year, the data needed for program review and student assessment. The report first lists faculty involved in the assessment process of the program, data (enrollment, retention, exam scores, survey, course evaluations, etc.), any curriculum changes made during the past academic year, the Program Learning Outcome(s) being assessed in the current report, observations and trends identified by the faculty, and finally recommendations with a timeline for action and person(s) responsible. Each program typically has 3-5 learning outcomes and one or more PLO is assessed each year. This is not an assessment of the students, but rather an assessment of the program’s effectiveness to help the students achieve the stated learning outcomes.
Second, every degree program completes an Academic Program Review (APR) once every five years. Program reviews evaluate the evidence of student learning in total over the past five years. Using Annual Department Assessment Reports facilitates the preparation of the Academic Program Review; however, additional evidence from other forms of student success is also collected and interpreted such as a program’s student graduation rates, career placement success, alumni feedback, and reviews of the program from peer-level experts outside the College.
Each phase of program evaluation, whether the Annual Department Assessment Report (ADAR) or the Academic Program Review (APR), results in a careful analysis of the gathered evidence, recommended improvements based on what is learned by the faculty, and changes that further improve the academic degree programs at Mission U.
Components of Program Review
To assure appropriate and comprehensive academic program reviews, the College employs a set of program review components that forms the basis of a continuous improvement process and facilitates producing annual reports/updates for each program. Annually, each program addresses and updates the following components of program assessment: (1) the program mission statement, (2) the Program Learning Outcomes (PLOs), (3) the curriculum map, (4) the assessment plan, (5) the assessment schedule, (6) the completion of an Annual Department Assessment Report, and (7) every five years, an Academic Program Review is completed.
Mission Statement
Mission Statement: a clear and concise articulation of the program’s essential purpose
Mission Statement
Mission Statement: a clear and concise articulation of the program’s essential purpose
Program Learning Outcomes (PLOs)
Program Learning Outcomes (PLOs): what the program wants students to have achieved in terms of knowledge, skills, and values upon completion
Curriculum Map
Curriculum Map: a map (grid) showing which courses in a degree program are responsible to intentionally address each PLO at the Introductory, Developing, and Mastery levels
Assessment Plan
Assessment Plan: a listing of the student work that will be used to assess achievement of learning outcomes. (These include coursework assessments intentionally designed by faculty to provide direct evidence that an outcome has been achieved, as well as, standardized tests)
Assessment Schedule
Assessment Schedule: the College revised its four-year assessment schedule and adopted instead a 5-year schedule for annual PLO assessments and a full or comprehensive Academic Program Review (APR)
Annual Department Assessment Report (ADAR)
Annual Department Assessment Report (ADAR): annual reports about a program’s PLO assessment for a given year. Each report contains a concise description of the assessment activity, analysis of results, recommendations for program improvement based on the assessment, plans to implement improvement, a timeline for implementation, and plans for the following year’s assessment; and every five years, a comprehensive Academic Program Review (APR).
Academic Program Review (APR)
Academic Program Review (APR): reports from each full/comprehensive Academic Program Review and resulting recommendations for program improvement are completed on a five-year cycle as demonstrated on each Assessment Schedule.