University Assessment System



Oral Roberts University has a rich history with assessment dating back to the 1990's when the first Director of University Assessment position was officially created (1993) and each department completed an assessment of their programs (1994).





University assessment system rubrics are reduced from 990 to 403 and distributed in 326 courses. 

267 KPA residential master course templates are created using Brightspace's learning outcomes framework for data collection. Residential and virtual courses are "pre-loaded" with KPAs at the beginning of each semester, following the practice for online courses since 2021. 

The Annual Improvement Plan is updated and completed for each program. 

All programs review and update their key program assessment alignment to the revised University and professional learning outcomes.

General Education outcomes are updated to: (1) Core Literacy, (2) Intercultural Knowledge & Engagement, (3) Lifelong Wellness, and (4) Global Issues, Problem-Solving, Critical Thinking & Creativity. General education key program assessments are reduced to 18 (residential/virtual) and 21 (online).



University Assessment System Redesign Think Tank is formed and informs new direction for assessment system.

Assessment System Redesign Think Tank proposes to shift scholarship renewal from whole person assessment scores to cocurricular assessment. 

Poster presentation at HLC annual conference, “How Oral Roberts University Achieved 100% Faculty Participation in the Program Review Process.”

Formative feedback day where all faculty are trained in program review.

All program teams review program alignment using the revised University outcomes.

Beta-testing of the redesigned assessment system begins.



Dr. Wilson leads the renewal of the University outcomes. The new outcomes are: (1) Spiritual Integrity, (2) Personal Resilience, (3) Intellectual Pursuit, (4) Global Engagement, and (5) Bold Vision.

Core general education courses, taken by every student, are required to assess at least one University outcome.

Every program is required to teach and assess each of the five new University outcomes through the discipline-specific courses.

Completed HLC Assessment Academy | 2017-2021

Each program completes a “2018-2021 Program Review Report” using whole person assessment data. Data is provided to make continuous improvement decisions at the following levels: (1) program discipline-specific outcomes, (2) overall rubric scores, (3) criterion line scores, and (4) University/general education outcomes.



Update visuals for assessment reports. Bar charts display University outcome scores at the University, college, department/school, and program levels as well as professional outcome scores for each program.

University Assessment Coordinator position established in each department.

Chairs and faculty migrate assessments for online general education courses.



All programs revise their: (1) professional outcomes based on their disciplinary knowledge, skills, and dispositions, (2) curriculum maps, (3) assessment plans, (4) master outcome rubrics, and (5) professional artifact rubrics.

Curriculum maps note when a professional outcome is (1) introduced, (2) developed, or (3) mastered.

General education competencies revised and published after a three-year review process.

Revised general education assessment launched.

Second Summer Assessment Institute to train Deans and Chairs in the area of assessment.

Replace Chalk & Wire with D2L-Brightspace to collect assessment data. Chalk & Wire is retained only by the College of Education.

Whole Person Scholarship funding receives large donation.  



Each program has whole person assessments that measure the attainment of professional outcomes that are reported to the University.

Each program is categorized as “externally-accredited” or “internally-monitored” to aid in program review. Externally-accredited programs are reviewed one year before their external accreditation. Internally-monitored programs are established on a 5-year-cycle by department.

Initiated Summer Assessment Institute to train Deans and Chairs in the area of assessment.

Joined HLC Assessment Academy, initiating a four-year focused project on student learning assessment.


WPA handbooks for each college and/or department are created and distributed to students.


All students begin participation in Whole Person Assessment orientation course GEN 099.


Students are required to submit 35 Whole Person Assessments during their program.



Whole Person Scholarships are retained based on students' Whole Person Assessment score.

Using ePortfolio, students begin collecting two portfolios to demonstrate attainment of: (1) University outcomes and (2) professional outcomes.

Chalk & Wire is used to report rubric and criterion scores for each course by demographic.



Surveys are used extensively to measure program success, such as first-year survey, faculty instructional survey, Princeton Review student survey, homecoming alumni survey, Peterson's, Kaplan, The Common Data Set, Barron’s, IPEDS, U.S. News, CAAP test for general education students, etc. 



Faculty members establish the 16 proficiencies that measure the five University outcomes using Whole Person Assessments.

ORU partners with Chalk & Wire to collect University-wide assessment data using an electronic portfolio (ePortfolio) assessment system, becoming the first higher education institution in the world to use ePortfolio.


First assessment catalog created, based on a presentation at HLC in Chicago from the Air Force Academy's use of an assessment catalog.



Each department and school provides an assessment report.



First Director of University Assessment position created.


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