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The Core Competency section of IAS Reports is divided into seven sections: one for an overview (current page) of UVa's competency assessment program, and one for each of six competency areas--information technology literacy (previously computer technology), writing, quantitative reasoning, scientific reasoning, oral communication, and critical thinking. To link to these other sections, use the subject part of the popup menu to the left or the text links at the bottom of the page. The purpose of UVa's competency assessment program is to determine University students' level of knowledge and skills in these six areas: writing, information technology literacy (previously computer technology), quantitative reasoning, scientific reasoning, oral communication, and critical thinking. Results of the assessments are provided to deans and faculty to be used, if necessary, to improve the curriculum and teaching. The University has the option of substituting an insitutional priority area for information technology literacy and has elected to substitute research, part of the Quality Enhancement Plan submitted as part of the Southern Association of Colleges and Schools reaffirmation process. Plans for how the six competencies are assessed are developed by committees of faculty and administrators appointed by the deans of the undergraduate schools. The University's Office of Institutional Assessment and Studies implements and administers the plans. Preparation for the competency assessment program began in the 2000-01 academic year. The schedule for the assessments, and progress thus far, can be found below. Copies of the assessment plans and reports on the assessments completed to date are available on this web site. The University's competency assessment program is part of a statewide effort in Virginia, administered by the State Council of Higher Education for Virginia (SCHEV), to enhance the Commonwealth's commitment to instructional quality and to gather data and issue reports on the effectiveness of the Commonwealth's educational institutions. Since competency assessments are designed by the individual institutions, the assessments can be aligned with each institution's particular missions and student bodies. Part of the University of Virginia's stated purpose is "to record, preserve, and disseminate the results of intellectual discovery and creative endeavor." In 2007, SCHEV's Assessment Task Force released their Guidelines for the Assessment of Student Learning which included a schedule for competency assessments into the 2010-2011 academic year (see schedule below). These guidelines highlight two important considerations for the next cycle of competency assessments at institutions within the Commonwealth:
"Value-added" assessment is intended to measure a student's growth or progress over time as a consequence of the student's institutional experience. Schedule for Upcoming Competency Assessments
Links to more information about SCHEV Competencies: -Schev's 2007 Assessment Task Force -Competency assessment reports for Virginia's Public Institutions -Article discussing the process of peer-reviewing competency assessment plans
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