+ Academic Program Workshop for Creating an Assessment Plan Facilitated by Pamela Baker, PhD, Director, CET&L Laurah Turner, PhD, Assistant Director, CET&L University of Cincinnati, Center for the Enhancement of Teaching & Learning + Session Outcomes Identify and explain to colleagues the purpose and process of assessment. Identify and evaluate the components of an assessment plan. Develop a framework for the ideal graduate of your program. Draft strong program-level learning outcomes. Understand alignment of outcomes at the program, course, and unitlevel. Conduct a preliminary audit of program-level assessments. Draft a curriculum map for your program that identifies specific courses where program learning outcomes are addressed. Develop a plan to gather & analyze assessment data to determine how well student learning matches expectations (with a view to identify action to be taken based on findings). University of Cincinnati, Center for the Enhancement of Teaching & Learning + Session Timeline 9:00-9:15 9:15-9:30 9:30-9:45 9:45-10:05 10:05-10:45 10:45-10:55 10:55-12:00 12:00-12:30 12:30- 1:15 1:15-2:15 2:15:2:25 2:25-3:25 3:25-3:30 Introductions and Program Overview Identify & Explain the Purpose of an Assessment Plan Identify & Evaluate the Components of an Assessment Plan Develop a framework for the Ideal Graduate Identify Strong Program Outcomes BREAK Review Program Outcomes LUNCH Conduct a Preliminary Audit of Program Level Assessment Draft a Curriculum Map BREAK Develop a plan to gather and analyze assessment data (with a view to identify action to be taken based on findings). Q&A University of Cincinnati, Center for the Enhancement of Teaching & Learning + Overview: Identify & Explain the Purpose & Process of Assessment What is the purpose of program assessment within the context of Semester Conversion & Higher Ed? What is assessment of a program? Program Effectiveness (e.g. the program will graduate 90% of students, & 70% of those students will earn degrees within five years) Program Outcomes (i.e. emphasis on demonstrating what students can do as a result of completing a program) What is the common purpose of assessment? A tool to make meaningful improvements and appropriate interventions A tool to ensure efficient allocation of resources A way to highlight strengths within a curriculum Reaccreditation University of Cincinnati, Center for the Enhancement of Teaching & Learning + Assessment, Continued SHORTER TERM Ascertain whether what our students have learned is good enough Identify assessment methods & measures Identify whether these assessment tools are assessing what it is we expect our students to learn Identify whether required courses/experiences within the curriculum align with the program level outcomes Determine whether our students are learning at the appropriate scope, depth, and level LONGER TERM Use long-term findings to make more significant curriculum revisions (beyond simple fine-tuning of programs) Use assessment evidence to make informed decisions about your program within the context of college and institutional priorities Identify external benchmarks to evaluate the learning of our students Sharing evidence & best practices Adapted from Linda Suskie, “Why Are We Assessing?,” Inside Higher Ed (October 26, 2010), adapted from her talk at the 2010 Assessment Institute. (Dr. Suskie serves as Vice President of the Middle States Commission on Higher Education.) & Susan Hatfield, “Assessing Your Program-Level Assessment Plan,” Idea Paper #45, The Idea Center. University of Cincinnati, Center for the Enhancement of Teaching & Learning + Anatomy of an Assessment Plan Program Outcomes that can be measured, assessed, or observed in some way Curriculum/Program Map connections identified between courses and program-level outcomes as well as clear levels of learning at each level (emerging, developing, achieved) Program Outcomes Use of Findings Curriculum/Program Map Findings Methods/Measures Methods/Measured articulated, which include direct & indirect examples of student learning University of Cincinnati, Center for the Enhancement of Teaching & Learning Assessment Infrastructure + Anatomy of an Assessment Plan, Continued Assessment Infrastructure comprised of program faculty charged with overseeing the execution of the assessment plan, with efforts linked to college and institutional assessment efforts & goals Findings for several years explained, patterns and trends identified (data collected & reviewed on an annual basis) Use of Findings discussed among faculty; learning outcomes and pedagogical strategies reviewed and revised based on assessment data University of Cincinnati, Center for the Enhancement of Teaching & Learning + ACTIVITY 1: Envisioning the Ideal Graduate The Task: Brainstorm the “ideal” graduate of your program. Be sure to describe how you imagine your ideal graduates once they become professionals in their field. What does an “ideal” graduate of your program look like? How will your graduates think and behave? What are 3-4 important things your students will learn to do in your program? What do students in your program need to learn to prepare them for a job? What would you like your students to be doing consistently 5 years from now? University of Cincinnati, Center for the Enhancement of Teaching & Learning + ACTIVITY 1: Continued If these category listings are not applicable to your program, please insert alternative headings. Thinking Acting University of Cincinnati, Center for the Enhancement of Teaching & Learning Knowledge + Program Outcomes Outcomes are achieved results or consequences of what was learned (i.e. evidence that learning took place). Outcomes should be framed in terms of the program and not individual courses or students. Outcomes are student-centered and describe what a student should be able to do or understand upon graduation. Outcomes should describe the abilities, knowledge, values and attitudes expected of students after completion of the program. Outcomes must be stated in such a way that they can be measured or observed by more than one assessment method. University of Cincinnati, Center for the Enhancement of Teaching & Learning + How Program Outcomes Fit Within a Curriculum Program Outcomes Represent broad statements incorporating areas of inter-related knowledge and skills developed throughout a program, across courses and experiences. Course Outcomes Represent the measurable and observable knowledge, skills, abilities, or attitudes students should have by the end of the course. Course outcomes should align with the program outcomes. Unit Outcomes Represent the measurable and observable knowledge, skills, abilities, or attitudes students should have by the end of the unit. Unit outcomes should align with the course outcomes. University of Cincinnati, Center for the Enhancement of Teaching & Learning Class Outcomes Represent the knowledge, skills, abilities, or attitudes that students should achieve by the end of an individual class session. Class outcomes should align with the unit outcomes. + How Program Outcomes Fit Within a Curriculum Course Outcomes Represent the measurable and observable knowledge, skills, abilities, or attitudes students should have by the end of the course. Course outcomes should align with the program outcomes. University of Cincinnati, Center for the Enhancement of Teaching & Learning + How Program Outcomes Fit Within a Curriculum Unit Outcomes Represent the measurable and observable knowledge, skills, abilities, or attitudes students should have by the end of the unit. Unit outcomes should align with the course outcomes. University of Cincinnati, Center for the Enhancement of Teaching & Learning Class Outcomes Represent the knowledge, skills, abilities, or attitudes that students should achieve by the end of an individual class session. Class outcomes should align with the unit outcomes. + Unit & Class-Level Outcomes Move from content covered to student action Consider how in-class activities can model or reinforce learning outcomes Make course calendar more explicitly supportive of learning outcomes University of Cincinnati, Center for the Enhancement of Teaching & Learning Week of Aug. 27—Aug. 31 Topic First-week unit (shorter than the next unit) General & conceptual issues about point of view in literature Sep. 4—Sep. 14 Question of the reliability of a literary narrator Sep. 17—Sep. 26 Nov. 5—Nov. 16 Background relevant to a discussion of narrative POV Learning Outcomes In-class activities Outside of class responsibilities (discussion, writing, problem-solving, small group work, presentations) (reading, problem sets, lecture viewing) Students will be able to describe three different modes of literary POV (basic situation) and identify those modes in short stories Model smallgroup discussions and apply those models; group reports by end of this module; endof-class writing (5 mins.) after each session. Students will be able to assess and describe the reliability of a narrator with evidence to explain adequately. Students will be able to provide research in support of a theory about the reliability of a story’s narrator Pretty much the same as above Read short stories by Gaskell, Conan, Doyle & Le Fanu. Review podcast lecture over Poe’s work. Online Bb quizzes in advance of three classes. Pretty much the same as above Continue with small-group format, some inclass writing Continue with reading short stories, switch to a novel in week five Due next week Reading-journal report (due Sep. 13) on one of the thee short stores: how describe the POV of that narrarator? First portfolio assignment due on Sep. 21 on reliability of narrator in a chosen story Major portfolio assignments, also blog postings Upcoming major assignment(s) First portfolio assignment due on Sep. 21 (posted on Bb— “Assignments”) 2nd portfolio assignment due on Oct. 3 (Bb – “assignments) Portfolio continues to build toward five major assignments + How Program Outcomes Fit Within a Curriculum Program Outcomes Represent broad statements incorporating areas of inter-related knowledge and skills developed throughout a program, across courses and experiences. University of Cincinnati, Center for the Enhancement of Teaching & Learning + What are Program Outcomes? Program outcomes represent broad statements that incorporate many areas of inter-related knowledge and skills developed over the duration of the program through a wide range of courses and experiences. They represent the big picture, describe broad aspects of behavior, and encompass multiple learning experiences. University of Cincinnati, Center for the Enhancement of Teaching & Learning + Program Outcomes… are achieved results or consequences of what was learned (i.e. evidence that learning took place) should be framed in terms of the program and not individual courses or students are student-centered and describe what a student should be able to do or understand upon graduation should describe the abilities, knowledge, values and attitudes expected of students after completion of the program must be measurable or observable by more than one assessment method University of Cincinnati, Center for the Enhancement of Teaching & Learning + Bloom’s Taxonomy Action Verbs Level Definition KNOWLEDGE Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. COMPREHENSION Student translates, comprehends, or interprets information based on prior learning. APPLICATION Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. ANALYSIS Student distinguishes, classifies, and related the assumptions, hypothesis, evidence, or structure of a statement or question SYNTHESIS Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her EVALUATION Student appraises, assesses, or critiques on a basis of specific standards and criteria Sample verbs Sample behaviors arrange define describe duplicate identify label list match memorize name order outline recognize relate recall repeat reproduce select state explain summarize paraphrase describe illustrate classify express extend generalize give examples(s) identify indicate infer locate paraphrase predict recognize rewrite review select summarize translate employ illustrate interpret manipulate modify operate practice predict prepare produce relate schedule show sketch solve use write analyze categorize compare contrast separate apply create design hypothesize invent develop arrange assemble convert defend describe discuss distinguish estimate explain apply change choose compute demonstrate discover dramatize change discover choose compute demonstrate dramatize categorize collect combine comply compose construct create employ illustrate interpret manipulate modify operate design develop devise explain formulate generate plan practice predict prepare produce relate schedule prepare rearrange reconstruct relate reorganize revise show sketch solve use write judge recommend critique justify appraise argue assess attach choose compare conclude contrast defend describe discriminate estimate evaluate explain justify interpret relate predict value rate select summarize support use compute solve demonstrate apply construct Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning rewrite set up summarize synthesize tell write The student will define the 6 levels of Bloom’s taxonomy of the cognitive domain. The student will explain the purpose of Bloom’s taxonomy of the cognitive domain. The student will write an instructional objective for each level of Bloom’s taxonomy. The student will compare and contrast the cognitive and affective domains. The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. The student will judge the effectiveness of writing objectives using Bloom’s taxonomy. + Program Outcomes, Examples: Undergraduate Examples: Too generic: Students completing the Engineering program will be practiced in design skills. Specific/Assessable: Engineering graduates will demonstrate knowledge of math, science, and engineering fundamentals. Specifically, the student will have the ability to: • Demonstrate general design principles. • Use fundamental engineering techniques, skills and tools for engineering practice. • Analyze and interpret data to produce meaningful conclusions and recommendations. University of Cincinnati, Center for the Enhancement of Teaching & Learning + Program Outcomes: Undergraduate Bachelor Degree in Business (BBA) Upon completion of the BBA Program, students will be able to: 1. Apply functional and cross-functional knowledge to critically assess business problems 2. Use analyses to inform and develop integrative solutions that improve business outcomes 3. Express ideas clearly, logically and persuasively in both oral and written formats 4. Recognize ethical and social responsibility issues in a business environment and know how to apply a process of ethical inquiry 5. Show how operating in a global market creates business opportunities and challenges University of Cincinnati, Center for the Enhancement of Teaching & Learning + Program Outcomes: Undergraduate Bachelor Degree in Health Science (HLSC): Upon completion of the HLSC Program, students will be able to: 1. Plan, execute, evaluate, adjust physical activities and programs appropriate for self and clients 2. Provide complete, understandable and accurate information within content areas to clients and community 3. Develop and/or disseminate scientific information to the general public and the academic community 4. Apply information from various basic and applied science disciplines in a manner that provides for efficient, effective and safe physical activities University of Cincinnati, Center for the Enhancement of Teaching & Learning + Program Level Outcomes Categories for Graduate Level Need to be progressively more advanced in academic content Need to address discipline knowledge and research or professional practice Need to address technology skill development (if appropriate) Need to be informed & aligned with professional organization standards, licensing bodies, or specialized accreditors Professional development of graduate students University of Cincinnati, Center for the Enhancement of Teaching & Learning + Example Student Learning Outcomes at the Graduate Level BEFORE: Develop knowledge across the subdisciplines of physics beyond that expected for a baccalaureate degree in physics. Develop expertise in an area of physics that is appropriate to the doctoral level. Develop and demonstrate the ability to carry through a substantial research project, with independent intellectual contributions to the conduct and direction of the research. Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning + Example Student Learning Outcomes at the Graduate Level AFTER: Upon completion of the physics PhD program, students will be able to: identify and describe the broad fundamental concepts of physics; analyze physics problems using fundamental physics concepts and appropriate mathematical models; solve physics problems using analytic, computational, observational, or experimental methods; present clearly organized oral explanations of physics topics at a level appropriate to the audience at hand; explain and analyze at an expert level the concepts and the state of current research in a subfield of physics; compose and defend written presentations of physics research in a format and at a level appropriate for journal publication; conceptualize, design, and implement new approaches for solving research problems in physics, including analytic, computational, observational, and experimental methods, as appropriate. Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning + Example Student Learning Outcomes at the Graduate Level Professional Development Ethics Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning + Activity 2: Define Student Learning Outcomes Focused on the learner, rather than on the content covered Attainable, rather than aspirational Describe observable and demonstrable skills and knowledge Reflect how the learner will use course content now and in the future Indicate specific and measurable elements that will be assessed using multiple assessment methods Identify in the curriculum where the PO will be introduced, developed and achieved University of Cincinnati, Center for the Enhancement of Teaching & Learning + ACTIVITY 2b: Peer Review of Program Outcomes Gallery Walk University of Cincinnati, Center for the Enhancement of Teaching & Learning + Program Outcomes and Your Program Assessment Plan PO’s are the foundation of an assessment plan Program Outcomes Program Outcomes Course Outcomes Curriculum/Program Map Use of Findings The Process of Assessment Findings Methods/Measures Assessment Infrastructure University of Cincinnati, Center for the Enhancement of Teaching & Learning Unit Outcomes Class Outcomes + Activity 3: Curriculum Mapping Matrix To identify where key learning outcomes are addressed in the curriculum To identify whether courses are aligned with the curriculum Specifically, to determine/identify whether course-level student learning outcomes align with program-level outcomes Note: You’ve already completed the process of mapping coursespecific student learning outcomes to program outcomes, when you completed the P-1. University of Cincinnati, Center for the Enhancement of Teaching & Learning + Activity 3: Continued Instructions List the program learning outcomes identified in the P-1 in the column labeled “Program Learning Outcomes.” List the required courses and experiences identified in the P-1 across the top row. NOTE: Do not list courses or experiences controlled by external academic units. Only list courses and experiences that are controlled by your program. If you identify a program outcome, you must be able to assess it. Identify which course(s) and/or experiences utilize each program learning outcome and at what level the program learning outcome is addressed (e.g. emerging, developing, achieved) University of Cincinnati, Center for the Enhancement of Teaching & Learning Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum Key Required Courses and Experiences Identified in P-1 E: Emerging D: Developing A101 A202 A502 …. … … A: Achieved OUTCOMES 1 Outcome 1 2 Outcome 2 3 Outcome 3 E D E A D EDA 4 5 6 7 8 9 Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning A Key E = Emerging D = Developing A = Achieved Program Learning Outcomes ANTH 1003 (Intro to Cult) E, D, A PLO 1: describe and discuss topics related to the four subfields of Anthropology (Biological, Cultural, Archaeology, and Linguistics) and to articulate approaches and issues associated with each. Required Courses and Experiences Identified in P-1 ANTH ANTH 1007 ANTH 1009 Methods 4000+ plus 1005 (Intro (Intro to Arch) (Intro to Ling) (students (students to Bio) choose 1 choose 1) from list) E, D, A E, D, A Capstone E, D, A PLO 2: Articulate the E E E E relevance of Anthropology in an increasingly globalized society PLO 3: recognize and reflect E E E E on ethical and historical issues in anthropology and archaeology. PLO 4: critically evaluate primary sources in anthropological literature using written and oral communication. PLO 5: apply theoretical and methodological knowledge in field and laboratory context by collecting, organizing, analyzing, and interpreting qualitative and quantitative data. Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning D D, A D, A D, A A E, D, A E, D, A D, A E, D, A E, D, A D, A + Identify & Describe Corresponding Program Outcomes & Assessment Methods: Conduct a Preliminary Audit Circle any of the measures used in your academic program University of Cincinnati, Center for the Enhancement of Teaching & Learning + Why Not Just Use Course Grades? + Why aren’t course grades adequate indicators for program assessment? Course letter grades are insufficient for program assessment because: Letter grades are nominal values reflecting a summary of a student’s performance. Grades are not an exact measurement of what students have and have not learned. Grades do not measure achievement of program outcomes, learning of specific skills, or the capacity of the curriculum to achieve program outcomes. + Example: Outcomes for an Undergraduate Economics Program Students should be able to identify, explain, and use economic concepts, theories, models; and data-analytic techniques. Students should be able to deliver effective presentations in which they combine visual communication design with oral arguments and/or the written word. Students should use investigative skills necessary for conducting original economic research and participating effectively in project teams. Students should be able to apply their economic tools to formulate positions on a wide range of social and economic problems and engage effectively in policy debates. + Example Curriculum Map for an Undergraduate Economics Program E10 1 E202 E30 3 1. Students should be able to identify, explain, and use economic concepts, theories, models; and data-analytic techniques E D A 2. Students should be able to deliver effective presentations in which they combine visual communication design with oral arguments and/or the written word. E D A 3. Students should use investigative skills necessary for conducting original economic research and participating effectively in project teams. E D 4. Students should be able to apply their economic tools to formulate positions on a wide range of social and economic problems and engage effectively in policy debates ED E404 A DA +Letter grades are nominal values reflecting a summary of a student’s performance Measurements of Learning in E303 Grade Points Possible Exam Assignment Quiz Oral Presentation 78 18 10 98 100 20 50 100 Exam Attendance 88 10 100 20 302 77% 390 C Total Course Grade: 1. Students should be able to identify, explain, and use + PO economic concepts, theories, models; and data-analytic techniques PO 2. Students should be able to deliver effective presentations in which they combine visual communication design with oral arguments and/or the written word. Measurements of Learning in E303 Grade Points Possible PO 1 PO 2 Exam 70 100 Assignment 15 20 Quiz 10 50 Oral Presentation 98 100 Exam 82 100 Attendance 10 20 Total 285 390 167/220 98/100 Course Grade: 73% C 76% 98% 2: Students should be able to deliver effective + PO presentations in which they combine visual communication design with oral arguments and/or the written word. Measurement s of Learning in E303 Student 1 Student Points 2 Possible Exam 70 70 100 Assignment 15 12 20 Quiz 10 40 50 Oral Presentation 98 50 100 Exam 82 98 100 Attendance 10 15 20 Total 285 285 390 Course Grade: 73% 73% C The oral presentation assignment is worth 25% of the course grade. It is possible for one student to get an exceptional grade on that assignment, and another to fail, with both students receiving a “C” for the final course grade. The OVERALL course grade does not measure: students’ demonstrated oral presentation skills the capacity of the curriculum to achieve PO2 + Why aren’t course grades adequate indicators for program assessment? Course letter grades are insufficient for program assessment because: Grades reflect the evaluation practices, policies, and criteria of individual instructors. Faculty teaching the same course may teach different material. Faculty teaching the same course may emphasize different course outcomes. + Grades reflect the evaluation practices, policies, and criteria of individual instructors Instructor 2 Instructor 1 Measurements of Learning in E303 Points Possible Measurements of Learning in E303 Points Possible Exam 100 Exam 100 Assignment 20 Assignment 20 Quiz 50 Quiz 50 Oral Presentation 100 Oral Presentation 100 Exam 100 Exam 100 Participation 20 Attendance 20 Total 390 Participation 20 Quiz 50 Total 460 Difference of 70 points between two sections of the same course! + Why aren’t course grades adequate indicators for program assessment? Course letter grades are insufficient for program assessment because: Letter grades are nominal values reflecting a summary of a student’s performance. Grades are not an exact measurement of what students have and have not learned. Grades do not measure achievement Program outcomes, learning of specific skills or the capacity of the curriculum to achieve PO2 Grades reflect the evaluation practices, policies, and criteria of individual instructors. Faculty teaching the same course may teach different material. Faculty teaching the same course may emphasize different course outcomes. + What CAN Be Used for Assessment? Specific grades that reflect a specific program outcome An exam Assignment Oral presentation Then the corresponding scores can be used to represent students' learning achievement on the program outcome, which can serve as data for program assessment. + Conditions for Using Course Products as Assessment Measures: 1. All sections of the required course must produce the course product (e.g. an oral presentation) 2. Faculty must agree on product structure (e.g. directions, requirements) 3. Faculty must agree on how the products should be evaluated: Minimum performance standards Rubric Average Grade on Standard Oral Presentation 100 50 0 77 80 71 88 69 75 85 77 Average Program Score: 78/100 + Final Message Course products (cases, papers, presentations, exercises) may be used as program assessment measures, but course grades, by themselves, cannot. + Activity 4: Conduct a Preliminary Audit of Assessment Methods Utilized in Your Program Using the “Program Assessment Inventory” (also available on the CET&L Website), read through the assessment measures and their associated descriptions. Check off any of the measures currently used in your academic program. University of Cincinnati, Center for the Enhancement of Teaching & Learning + Activity 5: Complete the Assessment Measures Alignment Matrix Program Outcome Assessment Tool and stage (E, D, A) of assessment) Course(s) where assessment occurs University of Cincinnati, Center for the Enhancement of Teaching & Learning Timeline Person Responsible/ Committee + Example Assessment Measures Alignment Matrix Program Outcome Assessment Tool and stage (E, D, A) of assessment) Describe and critically discuss topics related to the four subfields of Anthropology (Cultural Anthropology, Biological Anthropology, Archaeology, and Linguistics) and to articulate approaches and issues associated with each. · · A standard assignment (unique to each of the four courses) will be given each time the course is taught to assess at the “E” and “D” stages. A standard set of questions (unique to each of the four courses) will be included on the final exam to assess at the “A” stage Course(s) where assessment occurs ANTH 1003 (E, D, A), ANTH 1005 (E, D, A), ANTH 1007 (E, D, A), ANTH 1009 (E, D, A)* University of Cincinnati, Center for the Enhancement of Teaching & Learning Timeline Person Responsible/ Committee · Members of the Curriculum Committee, Program Coordinator · · Every term Annual summary to inform changes for upcomin g academic year Major changes every 4-5 years + Activity 5: Complete the Assessment Measures Alignment Matrix 1. 2. 3. 4. List your revised program learning outcomes in Assessment Measures Alignment Matrix on the following page in the column labeled “Program Learning Outcomes”. Using the Program assessment measures identified in the previous step, match the assessment tool to the Program outcome (please note that that same assessment may be used for multiple program outcomes). Enter these in the table on the following page under the column labeled “Assessment Methods” and next to the program outcome to which they apply. For each assessment measure listed describe in the adjacent columns where (what courses), when/how often the data will be collected (timeline), and who is responsible for collecting, reviewing and making recommendations about the data. Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning + Activity 6: Developing Your Assessment Infrastructure Assessment Personnel Who will chair/serve on the assessment committee? What is the responsibility of the committee? Collecting data, submission process and form Review of data (recommended annually) Recommendation of findings and decimation/discussion of findings/recommendations Collection of course syllabus/discussion with individual faculty regarding required courses in the curriculum Recognition of service-load Assessment Schedule How often will data be collected When will faculty be reminded that data will be collected (recommended beginning of term) Remind faculty to submit data at end of term Schedule of data compilation, summary and review by PC Timeline for when these findings with be shared & discussed with department faculty Follow-up discussion with faculty teaching required courses and/or overseeing required experiences Timeline for improvement strategies identified (both short and long-term) University of Cincinnati, Center for the Enhancement of Teaching & Learning + Looking Forward: An Example Implementation of an Assessment Plan Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning + Homework: Revise your plan to gather, analyze, and interpret assessment data Complete the “Academic Program Assessment Template,” using the following resources: Program outcomes Curriculum mapping matrix Assessment Measures Alignment Matrix Developing your assessment infrastructure University of Cincinnati, Center for the Enhancement of Teaching & Learning + Tomorrow Activity 7: Peer evaluation of drafted program assessment plan Universtiy of Cincinnati, Center for the Enhancement of Teaching & Learning