Guides

The Guide for Implementing the Learning Assessment Plan - This form seeks to facilitate graduate programs' organizing of the information required for the post-analysis of learning and its relation to the various curriculum components. It is for this reason that information relating to the program's guiding principles and curriculum should be included in the form according to their availability at the moment of this intervention. Programs are not expected to develop aspects that they do not possess in advance, nor are they expected to expected to begin updating them at this point. The form guides programs throughout the implementation of the plan through five simple steps that can be easily completed within the assigned timeframe.

The Assessment Plan Report Guide - This document guides programs through the writing of the assessment results report. The Assessment Plan Report Guide contains a descriptive section in which the results are presented and one in which an analysis of the results is performed to foster reflection on the relationship between the results and the program's guiding principles and curriculum. The assessment report will serve as input for the analysis of the results of the program's self-study and will be attached to the self-study as an appendix once it has been written.

Focus Group Guide - This guide serves as the basis for the implementation of a focus group aimed at examining students' research experience. The guide is ready-made to examine the experience as an a posteriori reflection, for which reason the participants must have finished writing their theses (prior to defense) or be in the final stages of its revision.

Student demographic information sheet - This is a brief data-gathering sheet which is handed out to participants prior to beginning the focus group. It serves to gather general information that will be difficult to obtain amid the dynamic Q&A process of the focus group; e.g. year of studies, time spent in the program, employment status, means of paying for their education, etc. This information allows us to obtain an idea of the make-up and balance of the group, its representativeness in terms of the program's overall population, and possible links between the exercise and the demographic profile of the group.

Critical Thinking Assessment Matrix - This evaluation tool, developed and piloted by the University of Washington, allows us to measure the skill-level of critical thinking in relation to the main facets of a research project. The assessment matrix establishes seven aspects of the development of a research project that require the use of critical thinking. These aspects are defined through the use of a six-value scale divided into three broader performance levels (two values for each level): emerging, intermediate, and advanced. The assessment matrix should be used to evaluate a work containing all the components of a research project. The selected work must be long enough to allow the student to establish an issue (point, problem, or hypothesis), defend his/her position, make reference to literature in the field to sustain his/her argument, and present a conclusion. Works that only require a solution to a problem defined beforehand by the professor or an interpretation or application of only one theory do not qualify for this exercise.