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Standard 5

What does COPRA say about Standard 5?

October 2016: Implementation Schedule for Competency-Based Assessment Conformance on Standard 5.1- Universal Required Competencies: Unchanged from the expectations for previous cohorts, programs in the 2018-19 and 2019-20 cohorts, whose Self-Study Reports are due August 15 of 2018 and 2019, respectively, should have completed one full cycle of assessment1 for student learning outcomes in at least three of the universal competency domains. Consistent with previous statements, programs should provide a detailed assessment plan, which includes direct measures as well a timeline for sustainable assessment of the universal competencies moving forward.

October 2015: Implementation Schedule for Competency-Based Assessment Conformance on Standard 5.1-Universal Required Competencies: Unchanged from the expectations for previous cohorts, programs in the 2016-17 and 2017-18 cohorts, whose Self-Study Reports are due August 15 of 2016 and 2017, respectively, should have completed one full cycle of assessment for student learning outcomes in at least three of the universal competency domains. Consistent with previous statements, programs should provide a detailed assessment plan, which includes direct measures as well a timeline for sustainable assessment of all universal competencies moving forward.

Assessment of specializations and concentrations: In consultation with the NASPAA Standards Committee, the Self-Study Instructions will be revised to align with a broader, less burdensome approach to Standard 5.3-Mission-Specific Elective Competencies. With a focus on truth-in-advertising, programs will be expected to identify their specializations and concentrations and capacity in offerings. (Programs will have the option to provide student learning outcomes information. No formal assessment of specializations/concentrations will be required.)

October 2014: Implementation Schedule Competency-Based Assessment Conformance on Standard 5.1: Universal Required Competencies: Unchanged from the expectations for the 2014-15 cohort, delineated in the December 2013 Policy Statement, programs in the 2015-16 cohort, whose Self-Study Reports are due August 15, 2015, should have completed one full cycle of assessment for student learning outcomes in at least three of the universal competency domains. Consistent with previous statements, programs should provide a detailed assessment plan, which includes direct measures as well a timeline for sustainable assessment of all universal competencies moving forward.

Conformance on Standard 5.2: Mission-specific Required Competencies: For those programs whose missions necessitate mission-specific required competencies, the Commission expects programs to exhibit progress with regard to defining and assessing these required competencies, aligned with its assessment plan.

Conformance on Standard 5.3: Mission-specific Elective Competencies: Programs in the 2015-16 cohort will not be required to demonstrate a full cycle of assessment on their specialization competencies in order to achieve accreditation status. The Commission will continue to address truth-in-advertising and other aspects of specialization quality (e.g. adequacy of course offerings, quality of faculty).

June 2013Conformance on Standard 5: COPRA expects programs to provide direct evidence or data to support that its students have achieved the mission-based competencies established by the program. One way to provide evidence of conformance is to implement a direct, competency-based program assessment approach with respect to Standards 1.3 and 5.1. The Commission expects a detailed, concrete plan for implementation of a long-term, sustainable assessment enterprise, appropriate for the program’s mission, goals, and structure. A successful program should discuss and document its assessment development and provide an assessment plan, which includes the strategies underlining the assessment of student learning outcomes, as well as its approach to programmatic improvement. The assessment plan should further detail direct (and indirect, as needed) measures, the use of rubrics for evaluation, faculty and stakeholder involvement, analysis procedures, and how analysis is used for overall program improvement. 2012-2013 cohort programs receiving full accreditation demonstrated the completion of at least one cycle of assessment, including the use evidence collected to impact programmatic improvement. COPRA’s expectations will continue to increase with each cohort and will depend on the overall nature of the assessment plan and the concrete evidence of its implementation.

Click to read more COPRA Policy Statements.