Documents
To meet the needs of our diverse audience, the information on this page is also provided in the following formats:
Quick Reference: Assessment Plan Item Definitions (PDF)
Plan Item Definitions with Examples (PDF)
Definitions
Goal
A goal is a broad statement of mission or purpose that serves as a guiding principle of a unit.
Notes:
Goals are not necessarily directly measurable.
Although there is no minimum number of goals, plans should have more than one goal.
The number of goals should be appropriate for the size of the unit.
Examples:
Example for an academic unit: Students completing a degree in basket weaving will develop the knowledge and skills necessary to gain employment as a professional basket weaver.
Example for an academic/student support unit: The writing center will help students become better writers and develop more confidence in their writing abilities.
Back to Top
Learning Objective
A learning objective is a specific, detailed statement of the expected knowledge or skills someone should gain as a result of receiving instruction or training.
Notes:
Learning objectives should use precise, measurable, observable verbs (e.g., analyze, create, identify, solve) instead of verbs that are not observable (e.g., understand, know, be familiar with).
Learning objectives are required for degree programs and optional for support units.
Each goal should be supported by more than one objective.
Example:
Upon completion of the Basket Weaving BFA, students will be able to accurately demonstrate the four different basket weaving techniques: coiling, twining, plaiting, and wicker.
Back to Top
A performance objective is a specific, detailed statement of the expected attainment of non-learning tasks (e.g., satisfaction with service, attendance/participation levels).
Notes:
Performance objectives should describe the desired quality or improvement of services.
Performance objectives are required for all units except degree programs.
Each goal should be supported by more than one objective.
Example:
As a result of working with writing center tutors, students will report an increase in confidence in their writing abilities.
Back to Top
Indicator
An indicator is the method, instrument, process, or technique used to measure and evaluate a learning objective; the means of gathering data.
Notes:
Indicators are related to learning objectives, and they should clearly show how they can provide data for improving learning.
Indicators should describe the source of data (e.g., exam scores), the rubric or evaluation scale (e.g., Likert scale, pass/fail, %, etc.), and any contextual information (frequency of data collection, who will evaluate or score the items and review results, etc.).
Assessment plans should include both direct and indirect measures, with an emphasis on direct measures.
Example:
Measuring Success in Capstone Course: Students will take a capstone course during the last semester of the Basket Weaving BFA. By the end of this semester, students will participate in hands-on demonstration. They will create baskets using the four techniques, along with choosing the correct traditional materials used for each technique. Up to 100 points will be awarded for accuracy of materials and techniques used. Each technique is worth up to 25 points. See attached locally-developed rubric for additional details.
Back to Top
Key Performance Indicator (KPI)
A KPI is the method, instrument, process, or technique used to measure and evaluate a performance objective; the means of gathering data.
Notes:
KPIs are related to performance objectives, and they should clearly show how they can provide data for improving performance.
KPIs should describe the source of data (e.g., survey data), the evaluation scale (e.g., Likert scale), and any contextual information (how data is gathered and by whom, who will review the results, etc.).
Assessment plans should include both direct and indirect measures, with an emphasis on direct measures.
Example:
Writing Center Survey: Students will complete the attached survey prior to their appointment to answer questions regarding confidence in writing abilities. The questions will consist of Likert scale items from 1 (very unconfident) to 5 (very confident). Students will then complete the same survey at the end of their first appointment and after each subsequent appointment during the semester. The associate director of the Writing Center will compile the results, and all staff members will review results and make suggestions for improvement.
Back to Top
Criterion
A criterion is the benchmark, value, or result that will represent success at achieving a learning objective.
Notes:
A criterion is related to a learning objective, and it should represent a feasible or reasonable amount of success.
Include contextual information to explain how the criterion for success was selected and how it is appropriate for the objective.
Example:
Measuring Success in Capstone Course: 80% of students will score 80% or better. Last year, only 75% of students scored 80% or better, due to confusion about the types of materials used for each technique. Additional time will be spent teaching this topic, so the criterion will remain the same as the last assessment cycle.
Back to Top
Target
A target is the benchmark, value, or result that will represent success at achieving a performance objective.
Notes:
A target is related to a performance objective, and it should represent a feasible or reasonable amount of success.
Include contextual information to explain how the target for success was selected and how it is appropriate for the objective.
Example:
The expectation is that 90% of students will report an increase in confidence by at least one point on the Likert scale following the first appointment, and they will report an increase of at least three points by the end of the semester. This is the first time we are implementing this survey, so this KPI will be used as a benchmark for future assessments.
Back to Top
Findings
Findings are a clear and concise summary of the information/data gathered from an assessment indicator.
Notes:
Findings are related to a learning objective, and they should align with the corresponding criterion for success.
Findings should provide actionable data that can clearly be used for improvement; compare new findings to past trends, previous results, and/or existing standards; provide a clear explanation that criterion were met, partially met, or not met; and include supporting documentation, if applicable (e.g., completed rubrics). Be sure to redact any student identifying information from attachments.
It is okay if a criterion is not met. This just provides an opportunity for future improvement.
Example:
Increase in Students Meeting Requirements: Criterion was met. Overall, 85% of students scored 80% or better. This was a 10% increase from the prior year. We found that the increased instruction helped them to better understand the correct types of material to use. However, when disaggregating data, students were found to have lost points due to confusing two of the techniques (twining and plaiting).
Back to Top
Results
Results are a clear and concise summary of the information/data gathered from a KPI.
Notes:
Results are related to a performance objective, and they should align with the corresponding target for success.
Results should provide actionable data that can clearly be used for improvement; compare new findings to past trends, previous results, and/or existing standards; provide a clear explanation that targets were met, partially met, or not met; and include supporting documentation, if applicable (e.g., survey results).
It is okay if a target is not met. This just provides an opportunity for future improvement.
Example:
Increase in Confidence Partially Met: Target was partially met. Although 95% of students reported at least a one-point increase in confidence following the first appointment, only 80% of students reported a three-point increase by the end of the semester (see attached breakdown of results; student identifying information is redacted). Upon further investigation, we found that most students only attended two appointments, allowing little time to work with them on their writing skills. Students who attended at least three appointments reported higher confidence.
Back to Top
Actions
Actions are specific steps taken to improve a program or unit based on analysis of the assessment findings and/or KPI results.
Notes:
Actions should either identify an area that needs to be monitored, remediated, or enhanced (define logical next steps, identify a responsible person or group, and include completion dates) or explain why a finding/result will not be assessed in the future.
It is okay if some (but not all) actions identify an area of the assessment process that needs improvement (e.g., only changing the method or target).
Actions related to learning objectives should be mostly focused on pedagogical and/or curricular changes to affect student learning.
Examples:
Example for an academic unit: Since students lost points due to confusion between two of the basket weaving techniques, a mid-term project will be added to the capstone course. Students will be given one week to create four items using each of the techniques and appropriate materials. Since they can complete this at home, and they are able to use references, it will be worth fewer points, but it is expected to help with accurately completing the final in-class demonstration.
Example for an academic/student support unit: When students attend the initial appointment, they will be encouraged to return for at least two follow-up appointments within the semester. The tutor will offer to schedule those visits before the student leaves, and the tutor will email and text appointment reminders to the student. The pre-post survey will not be changed, and the 90% target will remain for the next assessment cycle.
Back to Top
Update to Previous Cycle's Plan for Continuous Improvement (PCI)
The update to the previous cycle's PCI is a narrative updating the unit's progress in completing the previous cycle's PCI.
Notes:
The update should provide a progress update, with relevant contextual information, for all items discussed in the previous cycle's PCI. The narrative should clarify whether items in the previous cycle's PCI were completed or not, and to what extent.
The narrative included within this item should be in past tense.
Back to Top
Plan for Continuous Improvement (PCI)
The PCI is a narrative summarizing all actions to be implemented into one coherent plan.
Notes:
This new PCI should be specific and detailed; include a summary of all identified actions found within the current plan; include any new initiatives or other items that will be assessed in the next cycle; and provide contextual information or details about what the actions are, how and when they will be implemented, and who will be responsible.
The narrative included within this item should be in future tense.
Back to Top
