(College)
(Program Name)
Assessment Report
(Academic Year)
University of Wisconsin - Stout
(Program Director’s Name)
Program Director
(Department)
(Date Submitted)
[2016] Assessment in the Major
Assessment in the Major
(Program Name)
Annual Update
Instructions: This report should begin with an outline of your program’s objectives and an explanation
of the primary methods used to assess student learning and their progress toward developing
competencies throughout your program. Methods used to assess student learning outcomes should
align with or directly measure student attainment of program objectives and may include direct or
indirect measures of student learning and performance. The assessment results should be from the
previous fall and/or spring semesters and should include specific information on how well the students,
as a group, performed on each of the assessments, and an interpretation of how the results
demonstrate progress on program objectives. The plans for improvement may include proposed
modifications in course content, course sequencing, changes in teaching methods or other proposed
changes designed to improve student learning in the program. Also include your program’s “Program
Facts” and provide a brief description and interpretation of what the program facts say about the overall
progress of your program on the objectives.
For programs that have both a customized instruction* and traditional on-campus delivery, please
submit one combined report that includes data from both tracks. Please include comparisons of
student learning performance for the customized instruction students with the traditional on-campus
students and identify any notable differences. In instances where differences in performance are
observed, also indicate actions you plan to take to address any gaps.
*Definition:
Customized Instruction (CI) is a differential tuition, granted in 1999, that allows the university to charge
market rates for programs, certifications, and certificates that are primarily offered in alternative
delivery methods (online, evenings, and/or weekends). The university offers over 50 undergraduate and
graduate programs, certificates, and certifications that charge differential tuition. They are offered for
customized populations, delivery methods, times and dates, and not intended for regular, on-campus
students. Wisconsin state residency is not an issue, as everyone pays the same market-based
tuition. Customized Instruction offerings are 100% cost recovery, self-supporting on program revenue
alone. You will sometimes hear this referred to as 131 funding.
Please report your findings using the following template:
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[2016] Assessment in the Major
PROGRAM OBJECTIVES AND LEARNING OUTCOMES
Please list your program’s objectives or desired student learning outcomes below. In instances where
there is both a customized instruction and traditional on-campus delivery, the program objectives and
desired student learning outcomes should be the same.
1.
DESCRIPTION OF METHODS
Indirect Assessment Methods
Several commonly-used indirect assessment methods are listed in the table below. Put an “X” in the 2nd
column (Used in Program) for the assessment methods used in your program. Space has been provided
for you to write in other indirect assessment methods not already listed. In the 3rd column, please identify
which program objectives are assessed with each method.
Indirect Assessment Method
Used in Program
Program Objective Assessed
Office of Career Services Annual
Placement Report
PRC Student Surveys
PRC Faculty Surveys
PRC Advisory Board Surveys
PARQ Alumni Follow-Up Survey
(general)
PARQ Alumni Follow-Up Survey
(program specific)
PARQ Alumni Follow-Up Survey
(employer)
PARQ National Survey of Student
Engagement (NSSE)
PARQ Student Satisfaction Survey
Co-op/Internship SelfAssessments
Retention rates (program facts)
Enrollment by Segmented Groups
(program facts)
Graduation rates (program facts)
GPA (program facts)
Please explain how these methods align with/measure student attainment of program objectives:
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[2016] Assessment in the Major
Direct Assessment Methods
Several commonly-used direct assessment methods are listed in the table below. Put an “X” in the 2nd
column (Used in Program) for the assessment methods used in your program. Space has been provided
for you to write in other direct assessment methods not already listed. In the 3rd column, please identify
which program objectives are assessed with each method.
Direct Assessment Method
Used in Program
Program Objective Assessed
ETS Proficiency Profile
Standardized tests
Locally designed quizzes, tests, and
inventories
Portfolio artifacts
Capstone projects (research papers,
presentations, theses, dissertations, oral
defenses, exhibitions, or performances)
Team/group projects and presentations
Oral examinations
Internships, clinical experiences,
practica, student teaching, or other
professional/ content-related
experiences engaging students in handson experiences in their respective fields
of study (accompanied by ratings or
evaluation forms from field/clinical
supervisors)
Service-learning projects or experiences
Authentic and performance-based
projects or experiences engaging
students in opportunities to apply their
knowledge to the larger community
(accompanied by ratings, scoring rubrics
or performance checklists from
project/experience coordinator or
supervisor)
Formative and Summative Coop Student
Evaluations by Employers
Online course D2L discussions analyzed
by class instructors
Please explain how these direct methods align with/measure student attainment of program objectives.
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[2016] Assessment in the Major
RESULTS
Present the results of your assessment methods in this section. In instances where there is both
a customized instruction and traditional on-campus delivery, please report results separately
for each track (where possible) so that comparisons in student learning outcomes can be made
across delivery methods. For each method assessment method described, identify sample size,
level of students, descriptors of rating scales (where applicable). Graphically illustrate results
using tables, graphs, charts, etc.
INTERPRETATION
Provide an interpretation of the results in this section. Identify strengths, weaknesses and data
trends for each program objective. Where comparison data is available/collected, how does the
program compare to other programs within the college or to national data? What do the results
say about achievement of program objectives? In instances where there is both a customized
instruction and traditional on-campus delivery, please indicate if there are any differences in
results based on delivery method.
DISSEMINATION
Description of how results were (or will be) shared with key instructors and other stakeholders.
IMPROVEMENTS IMPLEMENTED THIS YEAR
Identify program, curricular or assessment changes based on assessment data from previous
years. How have you addressed recommendations from evaluation of previous AIM reports?
PLANS FOR IMPROVEMENT
Identify and include any future program, curricular or assessment changes based on assessment
data collected this year. In instances where there is both a customized instruction and
traditional on-campus delivery, if there were differences in results based on delivery method,
please describe the actions you plan to take to address those differences. If possible, provide a
general timetable for implementation of these plans.
PROGRAM FACTS
Please insert the most recent Program Facts for your program, or the link to this document. These can
be accessed on the Information Portal. Also, please provide a brief description and interpretation of this
data. What does this data say about the overall progress of your program?
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