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Office of Institutional Effectiveness
 

Assessment Plan

Purpose:

The Assessment Plan is a way to memorialize and visually represent your Program Level Student Learning Outcomes (SLOs) and how/when they are going to be measured.  It can be as simple or as complicated as you would like it to be.  The most important aspect of an assessment plan is that it be functional.

How To:

Outcomes: This section describes which student learning outcome will be the focus of the assessment activities.

Embedded Location:  This section describes where the assessment measure resides.  Please note that the outcome may be addressed in several courses (and most likely, it will be), but for assessment purposes, we are looking at where we are going to see if the students have actually achieved the outcome and therefore, where we will assess that achievement.

Measure:  This section describes which measure(s) will be examined to see if the students have achieved the outcome, such as tests, papers, and presentations.  Multiple measures may be used if you wish.

Standard:  This section describes what standard you would like to see met in order to feel like the program has been successful in accomplishing it’s goals.  Please note that in this area, you aren’t describing individual student performance but rather aggregated student performance.  For example, if you noted that a certain percentage or a certain segment of your students were not achieving this objective, it might point to areas where you would recommend changes to the curriculum.  So, it is important to have a clear idea collectively about what constitutes “success.”

Responsible:  This section describes who is going to be responsible for assessing the student work to determine if it meets the expectations of the faculty. Will it be the responsibility of the instructional faculty member alone?  The faculty member plus one additional reader?  A review committee?

Timeline:  This section describes which outcomes are going to be assessed during which assessment cycles.  This is where the assessment plan ties into the ROARS/RIPE cycles.  Typically, a program chooses to evaluate about 2 outcomes per cycle.  For example, you may say in Year One, we will examine SLO1 and SLO3; in Year Two, we will examine SLO2 and SLO4.

 Sample Assessment Plan: 

Here is a sample based on the Curriculum Map described here.

Sample Assess Plan

Points to Remember:

  • You only need to collect as much information as you feel is necessary to make valid decisions about your program.  Balance practicality with the need to have enough information to determine if the strategies you are using are working.
  • Ask the questions that are genuinely important to you and relevant to your needs as a faculty and a department.
  • Be sure to include all the relevant faculty members (including adjuncts or GA’s where applicable) so that everyone can see how their efforts contribute to the “whole” of the curriculum.