Miami University
ASSESSMENT PLAN: TEMPLATE
Program Information
Academic Program (Major, Degree
Name)
Degree
Department or Program
Division
Academic Year (when the plan will
begin, or “already in progress”)
Contact Person
Name
Title
Department
Email Address
Phone
Program Mission Statement
This is an educational mission statement focused on the major, not an organizational mission statement
for your department or division.
Example: The mission of [insert name of major or degree program] is to [insert the program’s primary
educational purpose] by providing majors [insert the program’s primary functions and activities] in
order to [insert description of how the major or degree program contributes to the development and
careers of its students].
Student Learning Outcomes
Each program or major should have at least three measurable outcomes. If you have more than 4, please
list them and describe means of assessment in an attachment. Outcomes describe the knowledge, skills,
and abilities that a student should attain by completing the degree program. Each statement should be
specific, well-defined, simple (not compound), and aligned with the program’s mission.
Mathematics example: Students will be able to draw correct inferences using quantitative analysis.
1.
2.
3.
4.
Miami University
Means of Assessment
Data Collection
For each learning outcome, state where and when data will be collected, who will be
responsible, how and if student work will be sampled, and estimated sample size.
Please indicate how you will assure that the data are representative.
Direct, CourseEmbedded
Assessment
For each learning outcome, list the course or courses where students will be
demonstrating the outcomes and the assignment(s) in them that you will use for
assessment purposes (e.g., capstone project, final examination, research paper,
portfolio, etc.).
For each learning outcome, describe how you will score students’ level of mastery of
the outcomes. For example, will you use a rubric or answer key, or will it be scored
by a testing company? If your plan has a rubric, be sure to include the rubric as an
appendix. Who will do the scoring? One or more persons? How will scores be
reported (e.g., total scales or sub scores)?
For each learning outcome, describe how you will indirectly assess students’ and
other stakeholders’ perceptions of their learning in relation to these outcomes (e.g.,
course evaluations, focus groups with graduating students, alumni survey, employer
survey, etc.).
Scoring
Indirect
Assessment
(Perceptions of
Student
Learning)
Attach relevant questions on online course evaluations, alumni survey, employer
survey, focus session, etc. in an appendix.
Completing the Package
Feedback Loop
Timetable
Prior approvals
Available data
Describe how and when you plan to share the findings of the assessment of these
outcomes with faculty and other stakeholders. Explain briefly how you will ensure
that your unit makes improvements based upon the assessment findings and revises
the assessment plan as needed.
Attach a timeline of major assessment activities to fulfill the assessment plan.
Has this plan already been approved by an external or internal body, e.g., ABET, CAS
divisional writing committee? If so, whom?
Do you already have data collected on one or more of your outcomes? Please
indicate YES or NO here.
PLEASE RETURN YOUR SURVEY TO CECILIA SHORE BY SEPT 15.
Miami University
CHECKLIST FOR DEVELOPING & MAINTAINING AN ASSESSMENT PLAN
◊
Name a contact or point person for assessment of each degree program or major in
your unit.
◊
Create a timeline for assessment activities. Be sure to include the steps below.
◊
Create or review the educational mission statement for the degree program or
major.
◊
Develop at least three student learning outcomes for the program or major that are
aligned with the educational mission statement.
◊
Create a target goal for outcomes (i.e., percent of students achieving them by
graduation), and identify courses (and assignments and activities within them)
where outcomes are learned by most students in the program.
◊
Identify how you will score or directly measure students’ level of mastery of these
outcomes (e.g., rubric, answer key).
◊
Identify how you will measure perceptions of students’ mastery of outcomes (e.g.,
course evaluations, alumni survey, focus groups, employer survey).
◊
Collect, analyze and interpret data.
◊
Discuss results with faculty and other stakeholders. Identify changes needed to
improve student learning.
◊
Act on results, and maintain feedback loops.
◊
Create assessment report; re-evaluate and revise assessment plan as needed.