FORMAT FOR ANNUAL REPORTS ON ASSESSMENT
ANNUAL REPORT ON THE ASSESSMENT OF STUDENT LEARNING
FOR ACADEMIC YEAR (Place academic year here)
Academic Program: Place academic program here, e.g., Bachelor of Science Business.
LG # X
Department: Place department doing report here.
Submitted by/Date: Place name of person completing report and date submitted.
(Please submit this report to the Assistant Dean for Administration by the third week following the end
of the quarter where the assessment has taken place.)
PART I. LEARNING GOALS, OBJECTIVES, STANDARDS, MEASUREMENTS:
LEARNING GOAL:
Place learning goal(s) being assessed here.
LEARNING OBJECTIVES:
Place learning objective(s) for each learning goal being assessed here.
STANDARDS: As a minimum, the average score of the assessment instrument for each learning
goal should be 60%.
LIST MEASUREMENTS:
TOOLS:
Describe the measurement tools used (embedded questions, metrics, case studies, etc.) for each
Learning Goal and Learning Objective by course used and academic quarter administered.
Attach copies of these tools in the appendix to this report.
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FACULTY CONDUCTING ASSESSMENT:
List the names of the faculty members who did the assessment.
PART II. DATA COLLECTION:
Present the data resulting from the assessment activities using the following format for each
Learning Goal and Learning Objective (if assessment was done in more than one course aggregate
the results.) (An illustration of the table is attached). Please do not include any faculty or student
identification in results to protect confidentiality.
Results for Learning Goal # X, Learning Objective # X
# of students: (Place number of
Q#1 Q#2 (Continue for each
students assessed here)
question)
# Correct Answers
#
#
Avg. % Correct by Question
%
%
Prior Year % of Correct Answers by
%
%
Question (Place year here)
Avg. #
Correct
#
Avg. %
Correct
%
%
Please complete this table for each Learning Objective.
The weighted average of scores on the assessment instruments used for this Learning Goal is
(divide total number of correct answers for each Learning Objective by total number of questions
for each Learning Objective) % which meets/does not meet (choose one) our standard of 60%
correct answers.
PART III. ANALYSIS:
Please list observations/conclusions for each Learning Goal and each learning objective based on
data, e.g., where did the student perform well, poorly, etc. For each observation/conclusion, list
your supporting reasons using the following format for each Learning Goal and Learning
Objective:
For Learning Goal # X, Objective # X:
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PART IV. CHANGES TO BE IMPLEMENTED BASED ON ANALSIS OF CURRENT
ASSESSMENT:
Please list changes you plan to make to improve student learning for each Learning Goal and each
Learning Objective, e.g. changes in syllabus, curriculum, instruction, individual course content,
etc., using the following format for each Learning Goal and Learning Objective:
As a result of the analysis based on the assessment completed, the following changes will be
implemented to assure continuous improvement of student learning:
For Learning Goal # X, Objective # X:
PART V. COMMITTEE(S) AND FACULTY MEMBERS COMPLETING ANALYISIS AND
MAKING RECOMMENDATONS:
Please list the name of each committee and all faculty members who took part in analyzing the
assessment results and making recommendations for continuous improvement.
PART VI. CHANGES THAT WERE IMPLEMENTED FOR THIS ASSESSMENT REPORT
BASED ON THE RECOMMENDED CHANGES THAT WERE TO BE IMPLEMENTED
FROM THE PRIOR ASSESSMENT REPORT:
Please list changes that were implemented for this assessment report based on the
recommendations from the prior assessment report to improve student learning for each Learning
Goal and each Learning Objective, e.g. changes in syllabus, curriculum, instruction, individual
course content, etc, for each Learning Goal and Learning Objective:
For Learning Goal # X, Objective # X:
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PART VII. DOCUMENTATION:
The process used to assess, analyze, and implement change must be documented. Attach to this
report a copy of the assessment document(s), the pertinent part of minutes of department or
curriculum committee meetings detailing the activities in this process, a revised syllabus which
contains necessary information based on the changes to be implemented, documents showing the
changes that are to be implemented that are not included in the syllabus (e.g. handouts,
spreadsheets, problems, etc), and the steps taken for continuous improvement for each Learning
Goal and for each Learning Objective. Please highlight in these documents the items which show
the changes that were implemented. These changes must agree with Part IV. For example, if a
syllabus change is being recommended, the new syllabus must be attached with the changes
highlighted.
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TABLE ILLUSTRATIONS
(Assume Learning Goal 1 has 2 Learning Objectives)
# students = 50
# Correct Answers
% Correct Answers
Prior Year % (AY
2007-2008)
# students = 40
# Correct Answers
% Correct Answers
Prior Year % (AY
2007-2008)
Learning Goal 1, Learning Objective #1
Q #1
Q#2 Q#3 Q#4 Q#5
Avg. #
Correct
30
25
35
30
40
160/250
60%
50% 70% 60% 80%
50%
50% 60% 60% 70%
Learning Goal 1, Learning Objective #2
Q #1
Q#2 Q#3 Q#4 Q#5
Avg. #
Correct
20
34
30
26
30
140/200
50%
85% 75% 65% 75%
40%
50% 65% 65% 50%
Avg. %
Correct
64%
58%
Avg. %
Correct
70%
48.9%
The weighted average of scores on the assessment instruments used for this Learning Goal for
Academic Year 2008-2009 is 300/450 or 66.6% which meets our standards.
The weighted average of scores on the assessment instruments used for this Learning Goal for
Academic Year 2007-2008 was 220/450 or 48.9% which did not meet our standard.
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SAMPLE SUMMARY OF ASSURANCE OF LEARNING RESULT
BACHELOR OF SCIENCE BUSINESS ADMINISTRATION
Learning Goal #1: Students receiving a B.S. in Business will be able to demonstrate that they are able to communicate though coherent
and persuasive written reports and oral presentations.
Written Communications:
Department
of English
Faculty
40 Papers:
 70% were
unsatisfactory
 30% were
satisfactory
Academic
Year
2008-2009
MGT
493
Collected
required papers
written during
the course and
selected 40%
Department
of English
Faculty
39 Papers:
 15% were
unsatisfactory
 64% were
satisfactory
 WAC requirements
added to syllabus and
followed in class.
 Drafts of papers
collected, corrected and
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Committee(s)/
Faculty Members
Making
Recommendations
for Change
Assessed By
Whom
Collected
required papers
written during
the course and
selected 40%
which were
assessed using
a rubric
Changes to be
Implemented
Based on Analysis
of Current
Assessment
Assessment
Method
MGT
493
Changes That
Were Implemented
Based on Prior
Assessment Report
Where
Academic
Year
2007-2008
Results
When
Learning Objective 1: Students will be able to communicate through coherent and persuasive written reports.
 Emphasize the
requirements of
Writing Across the
Curriculum (WAC) in
class.
 Require drafts to be
collected and returned
 Reevaluate rubric with
focus on business
writing style
 Added rubric to course
syllabus
 Place additional
emphasis on WAC
requirements, review
those requirements
with students, and
Petrick,
Slonaker, &
Kelly –Garrison
Petrick,
Slonaker
Kelly –Garrison
which were
assessed using
a rubric
Academic
Year
2009-2010
MGT
493
Collected
required papers
written during
the course and
selected 40%
which were
assessed using
a rubric
Department
of English
Faculty
returned to students
 21% were very
good
 Rubric changed to focus
on business rather than
generic writing
 Rubric added to course
syllabi
42 Papers:
 WAC requirements were
 2.4% were
added to syllabus
unsatisfactory  WAC requirements were
 71.4% were
reviewed during the first
satisfactory
class
 26.2% were
 Students were provided
very good
with samples of effective
written expression
ensure students
understand the
importance of
effective written
expression in a
business career
 Standardize format of
writing requirements
for all course sections
to ensure uniform
evaluation of writing
samples
 Create a writing
template for use with
draft writing samples
to identify
unsatisfactory
performance early and
provide specific,
constructive feedback
for final revision
 Provide specific
examples of writing
that demonstrate depth
of understanding,
concrete examples and
reasoned analysis
Petrick
Early
Leonard
--Learning Goal #3: Students receiving a B.S. in Business will be able to demonstrate that they understand the domestic and international
environment in which business organizations operate.
Learning Objective 1: Graduates with a bachelor’s degree in business should be able to identify the effects of national and international events on
gross domestic product, inflation, and unemployment in the U.S.
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EC 205
Embedded
questions
Academic
Year
2009-2010
EC 205
Embedded
questions
Todorova
Kloft
Dung
Olson
Jenkins
Committee(s)/
Faculty Members
Making
Recommendations
for Change
Assessed By
Whom
Academic
Year
2008-2009
Todorova
Kloft
Premus
Olson
Blair
Todorova
Kloft
Dung
Premus
Olson
Carus
Changes to be
Implemented
Based on Analysis
of Current
Assessment
Assessment
Method
Embedded
questions
 Revise Q3 to clarify
ambiguities
 Emphasize net exports
All Economics
Department
Faculty
 Q3 was clarified to
 Explain learning
eliminate ambiguities
objectives to students
 Coverage of net exports
 Emphasize monetary
was increased during the
policy
third class lecture with the
addition of increased
discussion and power
points were added
Students obtained  Learning Objectives were  Cover the effect of
an average score
covered during first
labor productivity on
of 63.6% correct
lecture
the aggregate supply
answers
curve in review
 Coverage of monetary
sessions to be
policy was increased
conducted by graduate
during class with a
assistants outside class
discussion of an assigned
time
article
All Economics
Department
Faculty
Changes That
Were
Implemented
Based on Prior
Assessment
Report
Where
EC 205
Results
When
Academic
Year
2007-2008
Students obtained
an average score
of 46.9% correct
answers
Students obtained
an average score
of 60% correct
answers
AACSB – AoL – REVISED FORMAT FOR ANNUAL REPORTS ON ASSESSMENT AND SAMPLE SUMMARY OF ASSURANCE OF LEARNING RESULTS
REVISED 4/8/11
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All Economics
Department
Faculty