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In your annual assessment report, which is due on September 30, you will provide a brief summary of your data collection, results, continuous improvement, and efforts to impact student learning in the coming year. The reporting process begins by providing Program Background information including the names of those in the program participating in the assessment and improvement activities, specific assessment and improvement activities, reasons why if no data were collected, program changes implemented intended to improve student outcomes.
It is imperative that assessments include only students in the specific program, which is possible for all programs. Often, courses have students in more than one program and results can be skewed if program populations are not separated for analysis. It may be necessary to involve a UOEEE college delegate of designee to aid in the isolation of student rosters for each program being assessed, yet because of its importance all programs are required to work with whomever is necessary to report only program participants.
For each outcome you will be asked to describe whether the outcome was met, any data challenges, and the assessment participation information. This includes how many data points were assessed for each measure and what this represents of the target population (e.g. the number of program majors who completed the course paper being assessed, the total number of graduates defending their honor's/thesis/dissertation).
On the last tab on the report webpage, you will update your program self-assessment plan and summarize have assessment results will impact continuous improvement for the coming year. The creation of a new assessment plan represents the completion of an assessment cycle as well as the beginning of a new cycle. The new assessment plan may include the same outcomes used during the previous cycle, or it may include new outcomes. If outcomes from the previous cycle are included in the new assessment plan, the choice of measures and performance criteria will be determined by program faculty. The information in the Interpret Results section may be helpful.
When planning assessment for the new cycle – and possibly for cycles one or more years into the future – it may be important to consider changes that may not produce results in the next cycle. Consider the case of a capstone project used to measure student learning on one or more outcomes. Program faculty may identify some weakness of student’s knowledge or skill on one of the outcomes, and implement instructional strategies in a foundation course where the concept is first introduced. If program majors typically take that foundation course in their freshman or sophomore years, it may be two or more years until students who experienced the reinforcement complete their capstone projects and demonstrate the anticipated improvement.
Staggered results such as these may seem to complicate the assessment process, but adequate planning by program faculty can avoid any confusion about the outcomes and measures to be considered across subsequent cycles. We believe that such staggered results serve to reinforce the iterative nature of assessment, as well as the need to study student learning across the full span of the curriculum.
To assist units in the assessment planning process, we created a handbook: Effective Assessment Planning, Reporting, and Decision Making. Please refer to this handbook as you create your assessment plans and reports. To access this handbook, please authenticate using your ASURITE.
The following link will open the UOEEE Assessment Portal where all assessment plan development and reporting activities take place.