\u201cBecause there is no perfectly accurate assessment tool or strategy, institutions should use multiple kinds of measures to assess goal achievement. Assessments may be quantitative or qualitative and developed locally or by an external organization. Assessment tools and strategies should clearly relate to the goals they are assessing\u2026they should not merely be anecdotal information nor collections of information that happen to be on hand. Strategies to assess student learning should include direct, clear, visible and convincing evidence, rather than solely indirect evidence of student learning such as surveys and focus groups.\u201d (Handbook for Periodic Review Reports, 2007, P. 24)<\/p>\n
The assessment plan<\/strong> specifies what data are to be collected and why.<\/p>\n Implementation<\/strong> is the actual collection of the data.<\/p>\n The assessment report<\/strong> is a description of the way that the assessment data once collected (results of surveys, tests, projects) were used to make changes.<\/p>\n Direct evidence<\/strong> is student-generated work such as tests, reports, papers and projects, for example.<\/p>\n Indirect evidence<\/strong> includes surveys and focus groups.<\/p>\n Student learning<\/strong> is specific and clear. It means that objectives and outcomes already identified by the department have been met.<\/p>\n What forms of direct evidence and indirect evidence demonstrate student learning? How do they demonstrate that learning has taken place?<\/p>\n What forms of direct evidence and indirect evidence suggest to the faculty that changes should be made in the program, major or curriculum? Have changes been made already? \u00a0Based on what data or rationales? Have the changes worked?<\/p>\n (Changes can include: a new minor, program, or major, the revision of a course sequence, adding prerequisite courses, altering course assignments or new teaching and learning assignments and revising evaluation methods.)<\/p>\n","protected":false},"excerpt":{"rendered":" \u201cBecause there is no perfectly accurate assessment tool or strategy, institutions should use multiple kinds of measures to assess goal achievement. Assessments may be quantitative or qualitative and developed locally or by an external organization. Assessment tools and strategies should clearly relate to the goals they are assessing\u2026they should not merely be anecdotal information nor […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":24,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":1,"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"predecessor-version":[{"id":37,"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/pages\/36\/revisions\/37"}],"up":[{"embeddable":true,"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/pages\/24"}],"wp:attachment":[{"href":"https:\/\/www.saintpeters.edu\/assessment\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Questions to Help Faculty Write Assessment Reports<\/h3>\n