In an effort to assure the efficacy of our instructional model, the MAHG and MASTAHG programs (as well as all other academic programs in the Ashland University College of Arts and Sciences) conduct an annual assessment of learning effectiveness. Assessment is an important process and is required by the Higher Learning Commission of the North Central Association of Colleges and Schools, Ashland's regional accrediting body.
The purpose of the below rubric is to assist us in assessing both the program as a whole by assessing learning gains on an individual basis. Upon admission to the program, a student writes an essay in response to a document-based question. At the end of the program, we use the rubric to evaluate the difference between the entry essay and the student’s final work (thesis, capstone project, or qualifying examination). Taken in aggregate, this helps us assess the effectiveness of the program and our instructors in fulfilling the program's learning objectives.
Please note that student assessment work will be kept confidential, and that student success in the program is not predicated upon the degree of improvement between the entry essay and final student assessment work (thesis, capstone, or exam).