Developing an Assessment Plan
Using the Assessment Maps for the SLOs as guides, each program should develop a Multi-year Assessment Plan.
Here are some guidelines on how to develop a multi-year assessment plan (adapted from University of Hawaii, Manoa
):
- Limit the number of SLOs to 5-7.
- Determine a realistic assessment plan cycle, i.e. how long (e.g. 7 years) your program can complete meaningful assessment of all SLOs.
- Create a multi-year assessment plan that assesses 1-2 SLOs a year; do not implement a comprehensive assessment plan that includes all SLOs at once.
- Make sure the assessment plan is developed and carried out by the entire program/department; this should not be the Chair’s creation, or the concern of a small number of faculty.
- Use multiple methods and data sources to collect evidence of student learning.
- Think about how the data can be used to inform practice change; focus on evidence that can be acted upon.
- Make sure the assessment plan is manageable and sustainable over time.
- Allow flexibility in the assessment plan to “carry over” SLOs from one year to the next, particularly if the assessment findings are unsatisfactory and improvement actions are implemented.
Example Multi-year Assessment Plan for 2012-2019:
| SLO | Direct Assessment | Indirect Assessment | Timeline | Status |
|---|---|---|---|---|
| SLO1 | Concept inventory; Short-answer questions; Final project |
Student reflection; Alumni survey |
Year 1 (AY 2012-2013) |
Assessment completed; SLO1 met successfully |
| SLO2 | Concept maps; Senior thesis |
Student focus group | Year 2 (AY 2013-2014) |
Assessment completed; SLO2 not met, & “carried over” to Year 2 (AY 2013-2014) |
| SLO3 | Writing exercise; Oral presentation; Portfolio |
Exit survey; Internship employer survey |
Year 3 (AY 2014-2015) |
Planned |
