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Example: Partial Assessment Report
DISCLAIMER: This data in this section is fictitious and does not, in any way, represent any of the programs at Gallaudet University. It is intended only as a guide for writing an assessment report.
Related Links
Forms:
1) Annual Learning Assessment Update (LAU) form
2) Full (3-year) Learning Assessment Report (LAP) form
As you are preparing your assessment report, you might find it is useful to review the criteria in the rubric that will be used to evaluate your report:
Partial Example: Full Assessment Report - Academic Unit
[updated 9/25/09]Mission: The Department of English encourages students to grow as life-long readers and writers. [purpose] The Department provides courses, resources, and expertise for Gallaudet students to develop the English proficiency they need to respond appropriately to a wide range of texts and to perform research and other writing tasks and to prepare students for a broad variety of educational and professional opportunities. [how] The Department's interdisciplinary courses challenge our bilingual, diverse, and multicultural students [who] with increasingly sophisticated learning outcomes in language and communication, critical thinking, identity and culture, knowledge and inquiry, and ethics and social responsibility.
SLO-1: Students will be able to interpret and analyze a text using different approaches from literary, rhetorical and/or linguistic theories.
Assessment Tool/Method #1: Rubric of selected Capstone Assignments [Direct]
3 student assignments in capstone course will be evaluated using the English rubric that covers the following criteria : conceptual clarity, correct identification of themes and techniques, persuasive argumentation, and syntactical authenticity, linguistic competence, fluidity, and grammatical correctness.
Target: 80% of graduating seniors must score "satisfactory" or higher on the each of the items on the rubric related to interpretation and analysis.
Assessment Tool/Method #2: Focus Group Interview [Indirect]
At the end of the English program, students will be asked to take part in an exit interview concerning their level of preparedness.
Target: The focus group categorized to identify more positive than negative themes in the discussion related to confidence in their ability to analyze and interpret text using different approaches.???
FINDINGS:
Data Summary 1 (3 items from Rubric related to SLO #1)
The target population included all graduating English majors-50 students.
Overall target was not met: 98% in C1 - target exceeded; still below target in other categories: C2 = 78%; C3 = 70% . [Target Not Met]
Data Summary 2 (from Focus Group Interview)
Overall respondents were confident of their ability to analyze and interpret text using different approaches. [Target Exceeded]
Analysis: Although the we are pleased that over 80% of our students are confident of their abilities, their confidence in their ability exceeds their actual abilities. Results of the assessment were presented to the all department members and were discussed at length. Results of the National Survey of Student Engagement were also considered in these discussions, as those results provided information about students' self-reported level of engagement in writing for course assignments. GU students' level of engagement in activities related to the development of analysis skills was lower than expected, and lower than that reported by peer group institutions.
Use of Results: Revise curriculum and require students to do more interpretation and analysis in the junior-level courses. Assignments should give students the opportunity to incorporate feedback (by revising and resubmitting the assignment or submitting more than one assignment). Share results with students so they understand program changes. Reassess with next graduating class.
Adapted/Fictionalized from resources below:
Hatfield, S. (2009). Assessing Your Program-Level Assessment Plan. The Idea Center, (#45).
Report Format
USC Institutional Assessment and Compliance
Mission
Department of English - Gallaudet University
SLO
Rodriguez, A. M. (2005). Student Learning Outcomes Assessment Report: ENGLISH and B.A. in ENGLISH with Teacher Certification. The University of Texas-Pan American.
Data Summary 1
Butler University. (April 8, 2008). Annual Assessment Report for 2007-08: English Department.
Suskie, L. (December, 2008). Understanding and Using Assessment Results. Paper presented at 2008 Middle States Commission on Higher Education Annual Conference.
Data Summary 2
Brown, M. (2003-2004). [BSW Program Focus Group]. Unpublished raw data, Gallaudet University, Washington, DC.
Analysis & Use of Data
Bowers, P. (September, 2004). 2003-04 Annual Report Assessment of General Education Student Learning Outcomes. Oklahoma State University.
