1. Why are we spending time writing assessment reports? 1.Because documenting your process can potentially lead to more trustworthy results and meaningful improvements. 2.Because the effectiveness of your process can be shared easily and effectively with Gary or Michael. 3.Because SACSCOC holds us accountable for demonstrating students are learning and documenting your assessment process is a way to do this.

2. Components of the Assessment Report 1 Program-Level Student Learning Outcomes 2 Assessment Methods (Measures and Collection Method) 3 Targets for Success 4 Data Collection 5 Results (interpretation) 6 Action Plans/Report on Implemented Improvements

3. Writing an effective assessment report 1.Tell a story 2.Write it as if you’re concisely explaining how you assess to someone with only basic knowledge of your program 3.Relate the information in each part back to your outcomes 4.This report is not a reflection on the quality of your program, but an account of the ways you assess student learning. – Provide an open and honest account of what you are doing, including weaknesses – don’t hesitate to include strengths!

4. Program-Level Student Learning Outcomes Weaker: Students will know basic biology concepts Stronger: Students will be able to apply the steps of the scientific method to answer an empirical question.

5. Assessment Methods Provide a description of the assessment measure used to evaluate student learning for specific outcomes Weaker: Students complete a science experiment Stronger: Students conduct an empirical experiment that is evaluated by the instructor using a rubric with five criteria. Each criteria corresponds with a step of the scientific method. The rubric has three anchors (Not acceptable, acceptable, exemplary).

6. Targets for Success What’s the score on the assessment that indicates students have met the outcome? Weaker: Faculty will be satisfied with the results Stronger: 90% of graduating students should earn “acceptable” in each rubric category

7. Data Collection Provide the how, when, and where of data collection. Weaker: Students conduct an experiment Stronger: In Bio 242, 12 students conduct an experiment as the final project. They submit a report which is evaluated by the instructor on each of the five criteria specified in the outcome. All 12 students are second-year science majors.

8. Results What were the scores on the assessment that you use to determine whether or not the outcome has been met. Weaker: Average score was a two. Stronger: 12 students completed the assessment in spring 2012. 7 students scored acceptable on all five rubric criteria. The remaining 5 students received scores of unacceptable on the “analysis of data” category.

9. Interpretation What do the results tell you? Were they good or bad? From the results, did students meet the target for success? Weaker: Students are improving. Stronger: Results show that students generally do well in their ability to apply the scientific method, though more work needs to be done to help students analyze data more proficiently. Overall, the outcome was partially met, as students generally showed proficiency.

10. Action Plan If the outcome was not met, the action plan provides information about how you hope to improve results in the future. Weaker: Spend more time in class on the scientific method. Stronger: I will devote two additional class periods to studying how to analyze data. I will also introduce the idea of data analysis into BIO 101 to provide students with exposure earlier in the program of study.

11. Distance Education If you teach courses with compressed video, be sure to report the results for students in each section (RRC and main) If you assess students in a class that has sections taught both face-to-face and via Collaborate, split out the results as well.

12. Details Submit one report annually, due May 15. – For semester-long CSCs, you can report on two cohorts, if appropriate. – If you assess students in a fall class, include results when you submit in May. Send your reports first to your area’s VP and to the Director of Institutional Effectiveness. Address each outcome. For the purposes of SACSCOC (and because it’s best practice), every outcome needs to be assessed.