| | | |
| • Clear and concise.
• Specific to the unit (identifies what separates the unit from other units).
• Addresses the larger impact of the program.
• Identifies key partners, collaborators & community members.
• Aligned with the college and division
mission and with respective professional
organization, if applicable. | • Statement of the program's purpose and who it serves.
• Aligned with the college and division mission statements.
• Scope and reach may be limited. | • General statement of the intent of the
program.
• Identifies the functions performed but
not the greater purpose.
• Does not identify stakeholders.
• No clear alignment with college or division mission.
• Too general to distinguish the unit or too specific to encompass the entire mission. |
| • Observable and measurable.
• May be discipline-specific or specific to an accreditor standard (academic)
• Clearly linked to core mission and function of the unit.
• Uses action verbs.
• Align with college and university goals and with professional organizations, where applicable. | • Observable and measurable.
• Encompass the mission of the program and/or the central principles of the discipline.
• Appropriate, but language may be vague or need revision. | • Describe a process, rather than an outcome (i.e. language focuses on what the program does, rather than what the
student learns).
• Incomplete - not addressing the breadth of knowledge, skills, or services associated with the program (academic)
• Outcomes identified don't seem important/aligned with the program mission. |
| • Multiple measures for some or all outcomes.
• Direct and indirect measures used
• Instruments reflect good research methodology.
• Feasible - existing practices used where possible; at least some measures apply to multiple outcomes.
• Purposeful - clear how results could be used for program improvement.
• Described with sufficient detail. | • At least 1 measure or measurement approach per outcome.
• Direct and indirect measures are utilized.
• Described with sufficient detail.
• Implementation may still need further planning. | • Not all outcomes have associated measures.
• Few or no direct measures used.
• Methodology is questionable.
• Instruments are vaguely described; may not be developed yet.
• Do not seem to capture the "end of experience" effect of the curriculum/program. |
| • Aligned with measures and outcomes.
• Represent a reasonable level of success.
• Specific and measurable.
• Meaningful - based on benchmarks, previous results, existing standards. | • Aligned with measures and outcomes.
• Target identified for each measure.
• Specific and measurable.
• Some targets may seem arbitrary. | • Targets have not been identified for every measure or seem off-base (too low/high).
• Language is vague or subjective (e.g. "improve", "satisfactory") making it difficult to tell if met.
• Aligned with assessment process rather than results (e.g. survey return rate, number of papers reviewed). |
| • Appropriate data collection/analysis. • Align with the language of the corresponding achievement target. • Provide solid evidence that targets were met, partially met, or not met. • Supporting documentation (rubrics, surveys, more complete reports*, etc.) are included in the document repository. | • Address whether targets were met. • May contain too much or too little detail or stray slightly from intended data set. | • Incomplete or too much information. • Not clearly aligned with achievement • Questionable conclusion about whether targets were met, partially met, or not met. • Questionable data collection/analysis; may "gloss over" data to arrive at conclusion. • Does not provide data aligned with the |
| • Proposed actions clearly follow from assessment results and directly state which finding(s) was used to develop the improvement. • Identifies an area that needs to be monitored, remediated, or enhanced and defines logical "next steps." • Contains completion dates. | • At least one proposed improvement in place. • Uses "Maintain Assessment Strategy" for all measures. | • No actions selected for each measure |
