University Assessment Committee

Outcomes

Answers what the program is trying to accomplish.

• Learning Outcomes: statements describing the specific knowledge, skills and abilities participants completing an educational program should achieve.
• Success Outcomes: describe what the program, process, or service will achieve; not focused on learning.

Outcomes are missing, unclear, or challenging to measure

Outcomes are double-barreled or do not begin with an action verb that denotes what is being measured.

• Outcomes begin with an action verb that denotes what the instructor can observe/measure.
• Outcomes are measurable.
• Outcomes are specific/single-barreled.
• Outcomes align with the mission and vision of the program.

Outcomes meet the Accomplished criteria and:

• Are appropriate to the level of learning upon (e.g., higher order of Bloom’s Taxonomy).
• Outcomes are specific to the academic discipline.

Measures

A procedure describing how students will demonstrate they meet the specific outcomes. Usually is embedded into a course as a class assignment.

• Provides details about exact sources of direct assessment data to collect.
• Method = category for the measure (assignment, exam, presentation, etc.).

• Measures, descriptions, and/or data collection methods are missing for one or all outcomes.
• Measures associated with outcomes do not align.

• Measure descriptions and data collection methods are present but vague or unclear.
• No direct assessment methods are used.

• Measures and data sources are clearly
• All outcomes have an associated assessment measure and data source identified.
• Measures clearly align with the outcome(s).
• A single assessment method predominates (e.g., only uses exams).
• Most outcomes are evaluated using at least one direct assessment method.

Measures meet the Accomplished criteria and:

• Courses used are 300/400-level (undergraduate programs) from the required
• Multiple assessment methods are used (e.g., papers, exams, projects, presentations, etc.).
• All outcomes have at least one direct assessment method AND some use multiple methods for assessment.

Targets

• Specification of desired results for objectives.
• Cutoff criteria are evident.

Targets are not provided or unclear for each method.

Targets identified are present but vague or low.

• Targets clearly identified for each method and outcome.
• Targets are set at a level that allows the program to engage in meaningful assessment.
• This rating should be given for “Gathering baseline data”.

Targets meet the Accomplished criteria and:

• Based on past data and/or external data source (e.g. industry standard, licensure requirement, accreditation criteria).

Results

Unclear how results relate to student learning outcomes.

Limited data presented and/or vague summary of results.

• Results reported and summarized for most measures.
• Results clearly align with the student learning outcomes.
• This rating will be given if the report indicates no students are enrolled in educational program.

Results meet the Accomplished criteria and:

• Results reported and clearly described for all outcomes and
• Clearly align with the student learning outcomes. Results are presented alongside past data.

Findings (Analysis)

The interpretation of the data -make meaning and draw conclusions from results.

Analysis is not provided, or it is unclear how conclusions relate to student learning outcomes.

Analysis of results provided.

• Articulates whether a target was met or unmet at the measure OR outcome level.
• Conclusions were provided at the measure OR outcome level.
• Conclusions clearly align with student learning outcomes.
• This rating will be given if the report indicates no students are enrolled in educational program.

Analysis meets the Accomplished criteria and:

• Includes comparisons to previous assessment data.

Action Plan

Identify strategies for continuous improvement of student learning. Includes purposeful reflection and discussion by involved faculty and staff.

Demonstrates a focus on data-informed decision making.

Plans for future assessment are not noted.

• Action plan and strategies are identified but broadly stated.
• Action plan not clearly linked to assessment results and interpretation.

• Action plan and strategies are identified and specific.
• Action Plan is based on assessment results and interpretation.
• Action Plan addresses at least one student learning outcome and/or improvements to the assessment process.
• This rating should be given for “maintain current practices”.

Action plan meets Accomplished criteria and:

• Includes description of how results and action plan are discussed with key stakeholders.