Developing an Assessment Plan

Why create an assessment plan?

  • A plan pulls all assessment documents into one place for easier use
  • Once it is created, it reduces the amount of time devoted to assessment activities because the tasks and timelines are clearly defined
  • A plan ensures all department members understand the framework, timeline and their responsibilities
  • A plan provides a clear picture for all stakeholders related to the priorities of the program in the area of teaching and learning

 

What is an assessment plan?

An assessment plan is an outline of all relevant portions of the program’s assessment activities. The plan ties together each step of a program’s assessment activities, including the learning objectives, curricular map, key performance indicators, and timeline of activities.

 

Key aspects of the assessment plan include:

  • Responsible individuals or group in the academic program for assessing outcomes and reviewing results
  • List of program-level learning objectives
  • The curricular map aligning courses to program-level objectives
  • Table consisting of learning objectives, assessment methods to be used for each objective, performance targets, who is responsible for gathering data, and implementation schedule
  • Table consisting of key performance indicators and program goals, methods to assess, performance targets, and implementation schedule

 

How do we decide how often to assess each program-level learning objective?

To not overwhelm programs with the assessment process, the University Student Learning Assessment Committee (USLAC) determined that programs could decide how many program-level learning objectives were assessed each year, as long as at least one objective is assessed each year. Programs can create a cycle that makes sense to them. To provide adequate analysis and reflection on student learning, assessment cycles are usually 1-3 years. A longer cycle makes it challenging to evaluate student success or the impact of any changes made.

 

Creating a plan that works for the program

  • Consider which outcomes to assess and when – All outcomes do not need to be assessed every year
  • Consider which classes to assess and when – Every class does not need to be assessed every class every year
  • Consider which assessments most closely align with your program-level learning objectives – Every course assessment does not need to be included in the plan

 

Creating an effective plan

  • Utilize multiple methods of assessment, including direct and indirect measures Include faculty in the process
  • Close the loop by analyzing the data to guide decision-making Utilize results to create informed decisions
  • Identify who will be responsible for collecting and analyzing data
  • Identify who will be responsible for implementing improvements

 

Assessment Method Considerations

When selecting ways to measure outcomes, consider:

  • What data collected depends on the outcomes and the program structure
  • To increase accuracy, use multiple methods to assess each outcome
  • Choose manageable methods
  • Use embedded assessment methods

 

Sample assessment methods

*Course data

  • Exams Assignments Essays
  • Papers
  • Projects
  • Presentations
  • Posters
  • Research projects
  • Pre/post exams

*Qualitative data

  • Exit interviews
  • Focus groups

*Student self-assessments
*Summative assessments

  • Capstone projects
  • Internships
  • Longitudinal studies
  • Standardized exams
  • Portfolios
  • Final research paper
  • Licensure examination

*Surveys

  • Pre/Post surveys
  • Graduation/alumni survey

 

Equity Focus

  • Use multiple methods of assessment to ensure students have a variety of ways to demonstrate their learning
  • Incorporate authentic assessments that represent how knowledge and skills will be applied in real-life
  • Consider assessing process and growth, rather than product
  • Get student perspectives on learning in the major
  • Ensure assessments allow for a variety of student prior experiences or cultural perspectives