Assessment reports are to be submitted annually by program/s. The report deadline is September 15th .

A printable Word Document of this template can be found here. 

Annual Program Assessment Report

Academic Year Assessed:
College:
Department:
Submitted by:

Program(s) Assessed:   
Indicate all majors, minors, certificates and/or options that are included in this assessment:

Majors/Minors/Certificate

Options

 

 

 

 

 

 


Annual Assessment Process (CHECK OFF LIST)

  1. Data are collected as defined by Assessment Plan
                        YES_____                            NO_____            
  2. Population or unbiased samples of collected assignments are scored by at least two faculty members using scoring rubrics to ensure inter-rater reliability.

                               YES_____                            NO_____            

  1. Areas where the acceptable performance threshold has not been met are
                        YES_____                            NO_____             NA_____            
  2. Assessment scores were presented at a program/unit faculty meeting.
                        YES_____                            NO_____
  3. The faculty reviewed the assessment results, and responded accordingly (Check all appropriate lines)

             Gather additional data to verify or refute the result. _____

             Identify potential curriculum changes to try to address the problem _____

             Change the acceptable performance threshold, reassess _____

             Choose a different assignment to assess the outcome _____

             Faculty may reconsider thresholds_____
             Evaluate the rubric to assure outcomes meet student skill level _____
             Use Bloom’s Taxonomy to consider stronger learning outcomes _____
             Choose a different assignment to assess the outcome_____
       OTHER:

 

  1. Does your report demonstrate changes made because of previous assessment results (closing the loop)?            YES_____                      NO_____

 

 

1. Assessment Plan, Schedule and Data Source.


a. Please provide a multi-year assessment schedule that will show when all program learning outcomes will be assessed, and by what criteria (data). (You may use the table provided, or you may delete and use a different format).

ASSESSMENT PLANNING CHART

PROGRAM LEARNING OUTCOME

2016-2017

 

2017-2018

 

2018-2019

 

2019-2020

 

Data Source*

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*Data sources can be items such as randomly selected student essays or projects, specifically designed exam questions, student presentations or performances, or a final paper.  Do not use course evaluations or surveys as primary sources for data collection.

b. What are your threshold values for which you demonstrate student achievement? (Example provided in the table should be deleted before submission)

Threshold Values

PROGRAM LEARNING OUTCOME

Threshold Value

Data Source

Example: 6) Communicate in written form about fundamental and modern microbiological concepts

The threshold value for this outcome is for 75% of assessed students to score above 2 on a 1-4 scoring rubric.

Randomly selected student essays

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. What Was Done


a. Was the completed assessment consistent with the plan provided?
YES_____ NO_____
If no, please explain why the plan was altered.

b. Please provide a rubric that demonstrates how your data was evaluated.
(Example provided below should be deleted before submission – your rubric may be very different, it just needs to explain the criteria used for evaluating student achievement).


Example: Rubric for outcome #6

Indicators

Beginning - 1

Developing- 2

Competent- 3

Accomplished- 4

Analysis of Information, Ideas, or Concepts

Identifies problem types

Focuses on difficult problems with persistence

Understands complexity of a problem

Provides logical interpretations of data

 

Application of Information, Ideas, or Concepts

Uses standard solution methods

Provides a logical interpretation of the data

Employs creativity in search of a solution

Achieves clear, unambiguous conclusions from the data

 

Synthesis

Identifies intermediate steps required that connects previous material

Recognizes and values alternative problem solving methods

Connects ideas or develops solutions in a clear coherent order

Develops multiple solutions, positions, or perspectives

Evaluation

Check the solutions against the issue

Identifies what the final solution should determine

Recognizes hidden assumptions and implied premises

Evaluates premises, relevance to a conclusion and adequacy of support for conclusion.

This type of rubric can be used for all levels of assessment (the anticipated evaluation score may vary according to the course level). Some rubrics/assessments may be more tailored for courses (e.g. designed to assess outcomes in upper division courses or for lower division) and therefore the scores might be similar across course levels. Or, if you are assessing more basic learning outcomes, you might expect outcomes to be established earlier in the academic career.

3. How Data Were Collected


a. How were data collected? (Please include method of collection and sample size).

 

b. Explain the assessment process, and who participated in the analysis of the data.

 

NOTE: Student names must not be included in data collection.  Totals of successful completions, manner of assessment (publications, thesis/dissertation, or qualifying exam) may be presented in table format if they apply to learning outcomes.

4. What Was Learned

Based on the analysis of the data, and compared to the threshold values provided, what was learned from the assessment?

a. Areas of strength

 

b. Areas that need improvement

5. How We Responded

a. Describe how “What Was Learned” was communicated to the department, or program faculty. Was there a forum for faculty to provide feedback and recommendations?

 

b. Based on the faculty responses, will there any curricular or assessment changes (such as plans for measurable improvements, or realignment of learning outcomes)?
YES______ NO_______

If yes, when will these changes be implemented?

Please include which outcome is targeted, and how changes will be measured for improvement.  If other criteria is used to recommend program changes (such as exit surveys, or employer satisfaction surveys) please explain how the responses are driving department, or program decisions.

c. When will the changes be next assessed?  

6. Closing the Loop


a. Based on assessment from previous years, can you demonstrate program level changes that have led to outcome improvements?

Submit report to programassessment@montana.edu