IMPLEMENTATION REPORT FOR<YEAR ASSESSED>

Department and Program:
Submitted by:
(Chairperson or Department Coordinator)
Date:

Due Date: December 21

(Please submit electronically to to the Academic Assessment Committee )

Please use the form below for your implementation report. The format framesthe various components in an evaluative writing style that emphasizes context, data, and evaluation or reflection of your assessment results. The Committee encourages each department/program to attend the AAC meeting in which we review your report. See attached Glossary or contact Mark Allison () if you have any questions.

Part 1: OVERVIEW OF ASSESSMENT ACTIVITIES.

In this section, please provide a summary of your assessment activities.

  1. Establish the context for your assessment activities by describing changes to your program or to your plan that occurred as a result of feedback from theprevious year’s assessment. Please refer to Part 3 of your previous year’s report as a starting point. Copies of all of last year’s reports are available on the University’s Academic Assessment Blackboard page:

Please open the folder entitled “Assessment Forms and Templates.”

  1. List the direct assessment measures used. Please indicate with an asterisk if these measures are not part of your current assessment plan.
  1. List the indirect assessment measures used. Please indicate with an asterisk if these measuresare not part of your current assessment plan.
  1. List any assessment measures in your current plan that have been approved, but not implemented.
  1. List any activity undertaken by your department or program that may inform you about student learning.

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Part 2: ASSESSMENT DATA

Fill in a chart similar to the following to record basic data collected from your assessment measures listed in Part 1. If your assessment involves multiple indicators of the same Student Learning Outcome, please specify results separately. Also, if your department or program has multiple degree programs or specific tracks and you are submitting one report, be certain to distinguish between Common and program Specific student learning outcomes. If you have program specific outcomes within your department, please specify the degree program in the “Common or Specific” column. An example of reporting data based on Assessment Plan language is presented below.

Assessment Measures / # Students Assessed / Program
Objectives / Student Learning Outcomes / Common/
Specific / Goal / Results / Goal met?
1. eg. Evaluation of student mastery skills in core biology courses (direct measure) / Eg. BIO 167 students will understand homeostasis of the human body. / Eg. Demonstrate an understanding of the basic terminology related to homeostasis (4lecture examquestion assessmentsfrom 4 lecture sections). / Eg. Human Biology Program (B.A.) / 80%
pass rate / FA 95%
WI 98% / Yes
2.
3.
4.
5.
6.

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Part 3: NarrativeEvaluation of Data: Provide a narrative that explains and analyzes the data provided. Be certain to comment on why you believe your goals were met and what curricular changes may have been responsible for this positive outcome. Alternatively, if you did not meet your goals, what curricular changes have you contemplated to redress these results? Be careful not to use individual student names or information that would identify an individual student.

Part 4: PROGRAM IMPROVEMENTS AND ASSESSMENT PLAN CHANGES FOR NEXT ASSESSED YEAR.

Describe how you plan to respond to the data from your previous year’sassessment. In particular, please respond to the following threequestions.

4a.How have the results from your assessment been shared within your department or program?

4b.Given your Narrative Evaluation, list the action items for program or curricular change that your department intends to pursue.

4c.Given your inventory of assessment measures (Part 1, sections B, C, and D), your narrative evaluation, and your list of action items above, list the changes to your assessment plan the department is making. Note that changes to assessment measures, program objectives, learning outcomes, or goals should be reflected in the revised Assessment Plan attached to this report as Part 6. Should your program be working toward fairly substantial changes in its assessment plan, the AAC is available to assist you in revisingthe assessment program to ensure a more workable and useful plan.

Part 5: WEB-READY ASSESSMENT SUMMARY.

The text you provide here will go directly on the university webpage. In a brief paragraph please summarize the highlights of your program’s assessment and progress in a manner appropriate for public consumption.

Part 6: CURRENT ASSESSMENT PLAN.

As a separate document attach a current Assessment Plan,revised as appropriate to reflect your program’s plan for the next assessment year.

Part 7: PARTICIPATION IN COMMITTEE REVIEW.

In addition to providing programs with immediate feedback to your report, your attendance will ensure that all facets of our discussion are captured and that the committee benefits from your additional commentary.

As the committee prepares to review your report, we will contact you to schedule a specific date for you to attend our meeting.

GLOSSARY OF ASSESSMENT TERMINOLOGY

Direct Measures: Direct assessment measures of learning gather evidence, based on student performance, which demonstrate the learning itself. Examples include classroom testing for grades or evaluation of a research paper on specific criteria.

Evaluative Writing: Writing that does not simply describe assessment results, but represents a writing framework that emphasizes context, data, and evaluation or reflection upon the assessment results.

External Validationof Student Learning Outcomes: The intent of this item is to seek information on how programs developed or refined their student learning outcomes. External validation can take many forms and may involve the validation of outcomes through the external accreditation of programs and student learning outcomes, the use of standardized tests that measure student learning, consultation and comparison of your student learning outcomes with statements on student learning published by professional organizations, and feedback from alumni and employers.

Indirect Measures: Indirect assessment measures of learning gather reflections about the learning or secondary evidence of its existence. Examples include student, alumni or employer surveys.

Objectives: Course/program objectives are general goals that define what it means to have an effective program or course. They are general, indefinite, and not intended to be measured.

Outcomes: Course/program outcomes are specific results the program/course seeks to achieve in order to attain the general goals defined in the objectives. Outcomes are definite and intended to be measured. The achievement of outcomes is evidence that our students are learning what is intended.

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