OUTCOMES-BASED ASSESSMENT HANDBOOK
FOR STUDENT LEARNING
Section II:
Compiling the Assessment Plan & Report:
Arts & Sciences Faculty
Columbus State Community College
2015-16
Columbus State Community College is committed to ongoing outcomes assessment
for continuous improvement of student learning and teaching strategies.
www.cscc.edu/assessment
9/8/15 ANM
0
Table of Contents
Outcomes-Based Assessment
Academic Quality Improvement & the Assessment Process at Columbus State.…….…….…..2
Deadlines for Turning in Plans & Reports…………..…………………………………………….……………2
Outcomes-Based Assessment at Columbus State Community College……….………...…………3
General Education Outcomes…………………………………………………………………………….4
Assessment Process for Arts & Sciences Faculty
Step 1: Identify Learning Outcomes to Assess (Course, Program, College)
Examine Course Learning Outcomes ……………………………..…….…………….………………6
Align Course, Program, & College Learning Outcomes…….……………………….………..….6
Create a Syllabus Statement…………………………………………………………...………………..7
Step 2: Create an Assessment Plan
Creating a Four-Year Plan…………………………………………………….…………………………..8
Sample Four-Year Plan…………………………………………………………………..……….………9
Creating an Annual Plan…………………………………………………………………………………..10
Sample Annual Plan…..……………………………………………………………..…………………….11
Step 3: Collect Data and Report
How to Report Data…………………..………..………………………………………………………....12
Sample Report of Results……………..………………………………………………………………....12
Sample Action Plan & Budgetary Request…………………….……..…………………….………13
Step 4: Communicate, Share & Close the Loop
Where to turn in plans & reports and Deadlines……………....…………………………….……14
Committee Responsibilities …………….………………...……………………………………………14
Institutional Learning Outcome (ILO) Subcommittees….……………………………………..15
Assessment Plan & Report Forms
Four-Year Plan Form …………………………………………………………………………………………….…18
Annual Plan & Report Form …………….………………….……………………………………………… …..20
Action Plan..................................……………….……………………………………………………………..21
_______________________________________________________________________________________
1
Academic Quality Improvement (AQIP) and the OutcomesBased Assessment Process at Columbus State
As a member of the Higher Learning Commission's Academic Quality Improvement Program (AQIP), Columbus
State Community College is committed to an outcomes--based assessment process that is designed to show how
the institution is accountable for student learning. The graphic below illustrates the college's quality
improvement process that is used to (1) Improve student Learning, (2) Improve teaching strategies, (3) Document
success and identify opportunities for improvement and (4) Provide evidence of institutional effectiveness.
1. Identify
Learning
Outcomes to
Assess
2. Create an
Assessment
Plan
4. Communicate,
Share & Close the
Loop
3. Collect
Data &
Report
Figure 1. Quality Improvement Process for Assessment at Columbus State Community College.
_______________________________________________________________________________________
Deadlines for turning in Plans & Reports:

September 15


October 15
February 15
Faculty should upload plans & reports to:
https://staffcscc.sharepoint.com/aas (see step 4, p.14)
Approved by Departments for Division Assessment Committee Review
Approved by Divisions for OAA Assessment Committee Review
What to turn in for each course assessed:
(1) The assessment plan for the upcoming year
(2) The Assessment Report of data collected from the previous year and corresponding action plans
along with the annually updated four-year plan.
2
Outcomes-Based Assessment at Columbus State
Community College
Outcomes-based Assessment Vocabulary
Learning Goals (Categories): Learning Goals are defined by Driscoll and Wood (2007)
as “broad, non-specific categories of learning, such as critical thinking, communication,
ethics, multicultural understandings, science literacy" (54).
Learning Outcomes (Expectations) Learning outcomes are defined as the
expectations of what students should be able to do, achieve or demonstrate at the end of
a class period, course, program, or degree (Driscoll & Wood, 2007; New Leadership
Alliance for Student Learning & Accountability, 2012).
In 2012 Columbus State assembled a General Education task force consisting of a team of faculty from across
the college who did extensive research to create a set of college wide learning goals and outcomes.
College-Level Goals & Outcomes: To insure that there is a standard for learning expectations set across campus,
the college established Institutional Learning Goals and Outcomes. The goals establish the college-wide
categories of learning while the Institutional Learning Outcomes establish the expectations that are embedded in
all degrees, programs and courses across the college.
Program-Level Outcomes: Each program at Columbus State has created a set of learning expectations. The
General Education Task Force led faculty from across the college in revising the General Education Outcomes that
serve as the program learning outcomes for the Arts and Sciences. Each program in the Health and Human
Services (HHS) and Business and Engineering Technologies (BET) has created its own program outcomes.
Course-Level Outcomes: The expectations of learning for each course are documented in the course master
syllabus. To determine whether students are meeting the learning expectations set across the college, faculty use
outcomes-based assessments by aligning the college, program and course-level outcomes.
Outcomes-Based Assessment: Faculty create instruments of assessment that measure whether or not students
are meeting expectations set at the course, program and college level. Data is collected in the classroom to
determine whether or not students are meeting benchmarks set.
College-Level
Program-Level
Course-Level
Institutional Learning Goals & Outcomes
HHS/BET Program
Learning Outcomes
Arts & Sciences Program
Learning Outcomes
(Determined by each program)
(aka General EducationOutcomes )
HHS/BET Course
Learning Outcomes
Arts & Sciences Course
Learning Outcomes
Figure 1. Aligning Learning Outcomes: Course, Program and College
3
Institutional
Learning Goals
(ILG)
Institutional Learning
Outcomes
General Education Outcomes
College Wide Goals
College Wide Outcomes
Arts and Sciences Program Outcomes
1) Critical Thinking
*Apply critical and creative
reasoning, including diverse
perspectives to address
complex problems.
2) Ethical Reasoning
Identify, assess, and develop
ethical arguments from a
variety of perspectives,** and
engage in the ethical use of
technology and information
Demonstrate mathematical
and statistical knowledge
through solving equations,
interpreting graphs, and
being able to work with other
forms of numeric data.
Identify and apply the use of
science/scientific methods to
advance knowledge in
contemporary society.
a) Recognize, define, & analyze a problem.
b) Examine issues by identifying and challenging assumptions and
biases, including one’s own, and by distinguishing
substantiated fact from opinion or misinformation.
c) Apply learned concepts and knowledge to make decisions
relevant to problem solving.
d) Develop problem-solving strategies and evaluate their practical
and/or ethical implications.
e) Draw logical, well-supported conclusions by testing them
against relevant criteria and standards.
f) Adjust conclusions and viewpoints if new information becomes
available.
a) Evaluate moral and ethical judgments based on value systems.
b) Develop knowledge of past successes and failures recognizing
the impact of individuals and societies at large.
c) Demonstrate the ethical and legal use of technology and
information obtained from sources.
a) Perform mathematical computations using appropriate
methods to arrive at accurate results.
b) Analyze, interpret, and/or formulate inferences from data such
as graphs, charts, tables, or other quantified data.
3) Quantitative Skills
4) Scientific Literacy
5) Technological
Competence
Utilize knowledge and skills to
properly incorporate
technology into one’s
discipline.
6) Communication
Competence
Demonstrate the ability to
communicate effectively in
both written and unwritten
forms.
a) Demonstrate an understanding of the scientific methods of
discovery, inquiry, analysis, and problem solving.
b) Interpret the fit between scientific hypotheses and available
data.
c) Differentiate between scientific and non-scientific methods of
inquiry.
d) Demonstrate an understanding of science as a way of
examining the natural world.
e) Recognize the implications of scientific discovery for society.
a) Apply appropriate technologies and devices as tools for
creating, researching, organizing, analyzing, and/or
communicating information and ideas.
b) Locate, understand, synthesize, and evaluate digital
information and data.
c) Demonstrate a comprehension of essential issues related to
digital information security.
a) Write clearly and effectively in language appropriate to the
audience, technology, purpose, and context.
b) Speak clearly and effectively in language appropriate to the
audience, technology, purpose, and context.
c) Develop and demonstrate effective processes for composing
texts.
d) Listen actively and demonstrate understanding of received
information.
e) Demonstrate college-level reading comprehension.
f) Access, evaluate, analyze, and synthesize information from a
variety of perspectives, using a variety of sources.
More on next page
4
Institutional
Learning
Goals(ILG)
Institutional Learning
Outcomes
General Education Outcomes
College Wide Goals
College Wide Outcomes
Arts and Sciences Program Outcomes
7) Cultural and Social
Awareness
Recognize democratic values
and civic/community
responsibilities associated
with a socially, politically,
economically, and historically
diverse world.
8) Professional and
Life Skills
Recognize and/or
demonstrate skills and
activities that enhance
professional values,
teamwork, and cooperation.
a) Identify historic, political, cultural, social, environmental, or
economic factors that shape contemporary public issues.
b) Recognize the historic and contemporary contributions,
perspectives, or identities of divers groups.
c) Demonstrate knowledge of democratic and civic values.
d) Recognize the impact of an issue at the local, national, and/or
global level.
e) Demonstrate an understanding of community and civic
responsibility.
a) Demonstrate skills needed to fulfill professional and academic
standards of punctuality, professional image, self-discipline,
teamwork, leadership, responsibility, and personal
accountability.
b) Evaluate the impact that choices make in supporting a
personal and professional life of meaning and value.
c) Recognize or participate in the artistic, cultural, recreational,
educational, and professional activities necessary for success in
one’s career or academic discipline.
*Approved 2015, to be implemented Autumn 2016.
5
Assessment Process for Arts & Science Faculty
Step 1. Identify Learning Outcomes to Assess (Course, Program,
College)
The HLC requires that the Institutional Learning Goals are incorporated throughout the curriculum at the
college. Faculty do not need to assess every course in their department, but should choose the most
relevant courses that reflect curricular opportunities for all students to achieve the Institutional Learning
Goals and Outcomes. Faculty should insure that they select from the core general education courses that
meet the AA and AS degree requirements first, then may assess selected electives offered in the department.
Examine your Course Learning Outcomes as stated on course syllabi (below is an example from SOC 1101):
Students should be able to demonstrate an understanding of:
◦ The sociological perspective, the theoretical foundations (Functionalism, Conflict, and Symbolic
Interactionism), and the contributions of major theorists to the development of these perspectives,
◦ The ways in which sociologists gather, interpret, and evaluate data, including both quantitative and
qualitative methodologies,
◦ The components of culture and their impact on shaping human behavior and world view
◦ The elements of social structure and the organization of society
◦ The major theories of crime, deviance, and systems of social control.
◦ Systems of stratification, including global inequality, racial stratification, social class, and gender
stratification
◦ The major social institutions, such as marriage and the family, work, the economy, politics, religion, and
education. The major theories of social change.
Complete this exercise to align the appropriate Program Learning Outcomes with the Course Learning
Outcomes. For Arts and Sciences the program learning outcomes are the General Education Outcomes.
Students should be able to demonstrate an understanding of:
◦ The sociological perspective, the theoretical foundations (Functionalism, Conflict, and Symbolic
Interactionism), and the contributions of major theorists to the development of these perspectives.
General Education Outcomes 1b,1c, 4c, 6a, 6d, 7a, 7b, and 7d
◦
◦
The ways in which sociologists gather, interpret, and evaluate data, including both quantitative and
qualitative methodologies. General Education Outcomes 4a, 4c 6a, and 6d
The components of culture and their impact on shaping human behavior and world view. General
Education Outcomes 1b,1c,4c,6a,6d,7a, and 7b
◦
The elements of social structure and the organization of society. General Education Outcomes
1b,1c,6a,6d,7a,7b,7d
◦
The major theories of crime, deviance, and systems of social control. General Education
Outcomes 1b,1c,6a,6d,7a,7b,7d
◦
◦
◦
Systems of stratification, including global inequality, racial stratification, social class, and gender
stratification General Education Outcomes 1b,1c, 4c, 6a,6d, 7a,7b,7d
The major social institutions, such as marriage and the family, work, the economy, politics, religion, and
education. General Education Outcomes 1b, 1c,4c, 6a,6d,7a,7b,7d
The major theories of social change. General Education Outcomes 1b,1c,4c, 6a,6d,7a,7b,7d
6
Create a Syllabus Statement
After completing the exercise on the previous page, faculty should summarize the Institutional
Learning Goals that are assessed in a particular course with the following statement on their
course syllabi:
THE COLLEGE WIDE SYLLABUS STATEMENT
Outcomes Based Assessment
For this course (XXX 1234), students are expected to demonstrate the skills associated with the
Institutional Learning Goals identified below:
 [ILG # ]
Insert only those Institutional Learning Goals that apply to
 [ILG # ]
this particular course.
 [ILG # ]
In class students are assessed on your achievement of these outcomes. Names will not be used
when reporting results. Outcomes-based assessment is used to improve instructional planning and
design and the quality of student learning throughout the college.
SAMPLE SYLLABUS STATEMENT FOR SOC 1101
Outcomes Based Assessment
For this course (SOC 1101), students are expected to demonstrate the skills associated with the
Institutional Learning Goals identified below:
 [ILG #1] Critical Thinking
 [ILG #4] Scientific Literacy
 [ILG #6] Communication Competence
 [ILG #7] Cultural and Social Awareness
In class you are assessed on your achievement of these outcomes. Names will not be used when
reporting results. Outcomes-based assessment is used to improve instructional planning and design
and the quality of student learning throughout the college.
This statement should be included in the master syllabus (on file with the Curriculum Management
Office) and on each syllabus given to students.
7
Step 2(a). Creating a Four-year Plan
Four-year Plan for Arts and Science Courses: Tracking Follow-up
Faculty should make a four-year plan where they identify the college learning goals and program
learning outcomes they plan to assess for each of the next four-years. As each year goes by, faculty must
indicate whether students met the benchmark they set. If a benchmark in a particular year is not met,
faculty must follow-up in the next year. This means that those learning goals and learning outcomes that
did not meet the benchmark last year are now added to the workload in the assessment plan for the
current year. For follow-up assessment, faculty should make revisions to their course planning to see if it
improves student learning and meets the benchmark.
Four-year Plan Form:
Institutional
Learning Goal
2015-16
Program Learning Outcome
Plan
Met
Benchmark?
Yes No
(circle one)
Yes No
(circle one)
2016-17
Plan
Was Benchmark met last
year? Yes or No
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
Yes No
(circle one)
2017-18
Plan
Was Benchmark met last
year? Yes or No
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
Yes No
(circle one)
2018-19
Plan
Was Benchmark met
last year? Yes or No
If no, did you follow-up this year?
Yes or No
8
Yes No NA
(circle one)
Sample four-year plan for Sociology 1101:
Institutional
Learning Goal
2015-16
2016-17
Plan
Plan
Critical
Thinking
Scientific
Literacy
Was Benchmark met last
year? Yes or No
2017-18
Plan
Communication
Competence
Was Benchmark met last
year? Yes or No
2018-19
Plan
Social and
Cultural
Awareness
Was Benchmark met
last year? Yes or No
Program Learning Outcome
1b. Examine issues by identifying and
challenging assumptions and biases, including
one’s own, and by distinguishing
substantiated fact from opinion or
misinformation.
1c. Apply learned concepts and knowledge to
make decisions relevant to problem solving.
4a. Demonstrate an understanding of the
scientific method of discovery, inquiry,
analysis and problems solving
4c. Differentiate between scientific and nonscientific ways of examining the world
Met
Benchmark?
Yes No
(circle one)
Yes No
(circle one)
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
6a. Write clearly and effectively in language
appropriate to audience, technology and purpose
6d. Demonstrate college level reading
comprehension
Yes No
(circle one)
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
7a. Identify historic, political, cultural, social,
environmental, or economic factors that shape
contemporary public issues.
7b. Recognize the historic and contemporary
contributions, perspectives, or identities of
diverse groups.
7d. Recognize the impact of an issue at the
local, national or global level.
Yes No
(circle one)
If no, did you follow-up this year?
Yes No NA
(circle one)
Yes or No
9
Step 2(b). Creating an Annual Plan
For Arts and Science courses, faculty must create an annual plan (see form below) that aligns course learning
outcomes with the program learning outcomes and institutional learning goals to be assessed for that year.
Instrument of Assessment: This refers to the evaluation tool faculty are planning to utilize in the
assessment of student learning. In this part of the plan, faculty will identify whether they are using a
rubric, a problem solution set or multiple choice test questions, etc...
Performance Indicators: In this part of the plan, faculty will identify the skills that are evaluated by the
instrument of assessment. If faculty are using multiple choice test questions as their instrument of
assessment, then the performance indicators would be the content of the multiple choice questions. If
the instrument of assessment was a problem solution set, the performance indicators would be the
equations or problems that students were asked to solve. If the instrument of assessment was a rubric,
the performance indicators would be the criteria or skills listed on the rubric.
Performance Criteria: This is identifying what students must do to demonstrate that they have learned
the skill being assessed. For example, if you have a set of 10 multiple choice questions, you may set the
performance criteria so that students who answer 7/10 questions correctly have met the performance
criteria to demonstrate they have learned the skill. Similarly, if you are using a rubric, you may have
categories set at "poor," "average," "above average," and "excellent. You might set the performance
criteria at "average." Therefore, those students who receive an "average" or better have demonstrated
that they have learned the skill being measured.
Benchmark (B): Benchmark is indicated by the letter "B" on the Assessment plan form below. This is set
by the faculty and should reflect the percentage of students who are expected to meet the performance
criteria. Due to the nature of the material in some courses where students tend to struggle, faculty may
set a lower benchmark than in a course where students tend to have higher levels of success. If
benchmarks aren't met, we need to make adjustments see if they improve student learning.
Follow-up (F): "F" indicates whether the assessment is a follow-up from last year. See discussion of
follow-up on instructions for the four-year plan.
10
Sample Annual Plan for SOC 1101:
Assessment Plan
11
Step 3. Collect Data and Report
The report consists of two sections that include: (1) reporting data and the (2) Action Plans and
Budgetary Requests.
(A) Reporting Data: Faculty should collect the data from the students in their classroom as indicated by
their plan (see previous page).
N represents the number of students who completed the assessment
# represents the number of students who demonstrated that they have learned the skill in
question.
% represent the percent of students who demonstrated that they have learned the skill in
question*
*The percentage is calculated as the (Number of students who were able to demonstrate that they have
learned the skill in question) / (number of students who have completed the assessment)
The following fictitious results and action plan are for SOC 1101:
12
Assessment Results
(B) Action Plan: For each course being assessed, faculty answer the following short-answer questions
based on the reported findings from their data for each course:
1.
Assessment of Data:
a. Planned Assessment: Based on the data you collected this past year (not indicated as followup on this past year’s annual assessment plan & report), discuss the teaching strategies you
used and student performance in relation to the benchmarks you set.
Example: This past year we have added a reading into the coursework from C. Wright
Mills titled “The Promise” where he expounds upon the nature of sociological thinking. We
have designed our assessment on critical thinking around this reading and used a rubric
that aligns college, program and course outcomes (as noted on the annual plan). Students
exceeded the benchmarks that we set for learning and suggest this assignment fosters
critical thinking.
b. Follow-Up Assessment (if needed): If you followed-up this past year from a previous report
where the students did not meet the benchmarks, describe the corrective action you took
this year. Explain whether or not the corrective action you have added to this year’s
assessment was successful. Discuss performance in relation to benchmarks you set.
Example: Not applicable, we did not assess any follow-up on data from a previous report.
2.
Instructional Planning: What are the plans for your course based on the data you have collected
this past year? If students did not meet the benchmarks this year, describe the teaching
strategies you will use for the next academic year to improve student learning in this course.
Example: Based on the data collected, this assignment foster critical thinking, therefore, our
strategic plan includes the continuation of this reading assignment in the web version of
SOC 1101 (which are standardized) and suggest that faculty use this routinely in their
traditional classroom. Students met the benchmarks for this year so we will not need to followup next year.
3.
Strategic and Budgetary Requests: List any strategic planning needs for the college and
budgetary requests for improving student learning:
Example: Our action plan does not require additional funding or other college resources at this
time.
_______________________________________________________________________________________
13
Step 4. Communicate, Share, and Close the Loop
_____________________________________________________________________________________________
Due September 15: Faculty should upload two files: (1) a plan and (2) a report to SharePoint: (1) PLANS: This
includes the Four Year Plan and Annual Plan for the upcoming year (2) REPORT: This includes Four Year Plan
and Annual Plan submitted the previous year with the “Results” section completed on the Annual Plan Form and
Action Plan/Strategic Budgetary Requests From completed.
When uploading files to SharePoint at https://staffcscc.sharepoint.com/aas (log in with CSCC user name and
password), fill in the dialogue box to identify year, department, course, alpha and whether it is a plan or report.
_______________________________________________________________________________________
September 15: Department Assessment Committee Review Begins

Beginning September 15, The Department Committee will download the course plans and reports from
SharePoint and begin their review. The review process should be completed by October 15:
1.
After reviewing each plan or report, click “approved” or “rejected” in the toolbar in SharePoint.
Approved files will automatically move into the “Approved by Department” folder.
2.
The committee should approve reports that are (1) properly aligning outcomes, (2) following
their four-year plan, (3) using valid instruments of assessment & reasonable performance
indicators (4) are following-up where needed (5) and have made reasonable action plans.
3.
Identify best practices and areas of improvement and communicate them to faculty and the
division committee.
4.
Make a list that summarizes the strategic & budgetary needs for the department and post this
list to SharePoint in the appropriate folder in SharePoint.
October 15: Division Assessment Committee Review Begins

The Division Assessment Committee should pull the reports for each department from the “Approved by
Department” folder on the SharePoint web site and complete the following tasks:
1. Each department representative should present the reports from their department and any best
practices and/or problematic results. If the committee determines that the department reports
are sufficiently completed, they will “click” approve which automatically sends them to the
“Approved by Division Committee” folder. Otherwise, they will click “reject” and have faculty
revise the report which is subject to additional review by the Division Committee.
2. Compile a list of strategic and budgetary requests from each department, make a summary list
of these requests for the entire division for the division committee to discuss and post to
SharePoint in the appropriate folder.
February 15: OAA Assessment Committee Review Begins

The OAA Assessment committee will:
1. Review strategic & budgetary requests from each of the division committees to present to the
cabinet.
2. Coordinate with faculty fellows to make sure that reviewed reports placed in the “Approved by
Division” folder are posted on the Columbus State Community College assessment web site.
3. Oversee the Institutional Learning Outcomes subcommittees.
4. Fulfill other obligations specified in their charter.
14
Institutional Learning Outcome (ILO) Subcommittees
Each subcommittee will consist of faculty from across the college. These subcommittees will identify gaps and
discrepancies and share ideas and practices about ways in which the learning goals are assessed college-wide. In
addition, these subcommittees will also evaluate the Institutional Learning Outcomes and their relationship to
program and course learning outcomes.
There is one Subcommittee for each Institutional Learning Outcome:
1. Critical Thinking: Apply critical and creative reasoning, including diverse perspectives to address complex problems.
2. Ethical Reasoning: Identify, assess, and develop ethical arguments from a variety of perspectives, and engage in the
3.
4.
5.
6.
7.
8.
ethical use of technology and information
Quantitative Skills: Demonstrate mathematical and statistical knowledge through solving equations, interpreting
graphs, and being able to work with other forms of numeric data
Scientific Literacy: Identify and apply the use of science/scientific methods to advance knowledge in contemporary
society.
Technological Competence: Utilize knowledge and skills to properly incorporate technology into one’s discipline.
Communication Competence: Demonstrate the ability to communicate effectively in both written and unwritten
forms.
Cultural and Social Awareness: Recognize democratic values and civic/community responsibilities associated with a
socially, politically, economically, and historically diverse world.
Professional and Life Skills: Recognize and/or demonstrate skills and activities that enhance professional values,
teamwork, and cooperation.
Committee Structure:
Reporting: The department committees compile the annual plans and reports. When the reports are complete,
they send them to the division committees who approve the reports and send them on to the OAA Assessment
committee along with a summary of strategic and budgetary requests. The OAA committee then insures that the
reports are posted to the college’s Assessment website and that the strategic and budgetary requests are
presented to the cabinet.
Evaluation: The Institutional Learning Outcome (ILO) subcommittees, made up of faculty from across the
college, will evaluate the college’s learning outcomes along with the general education outcomes and
recommend changes to these outcomes at the end of a four year period. In addition, they will also present best
practices and college wide assessment ideas for each of the outcomes to the faculty.
Cabinet
CSCC Web Page
OAA
Assessment
Committee
ILO
Subcommittees
Division
Assessment
Committees
Reporting
Department
Assessment
Committees
Evaluation
OAA Assessment Committee
15
____________________________________________________________________________________
References:
Driscoll, Amy and Swarup Wood (2007) Developing Outcomes-based Assessment for Learner Centered
Education: A Faculty Introduction, Stylus, Sterling Virginia, p.54
An Institutional Self-Assessment Tool for Excellent Practice in Student Learning Outcomes Assessment, (2012)
New Leadership for Student Learning and accountability. Washington, D.C.
Committing to Quality: Guidelines for Assessment and Accountability in Higher Education (2012). New Leadership Alliance for
Student Learning and Accountability. Washington, D.C.
More information about the New Leadership Alliance's 2012 recommendations can be found at:
http://www.chea.org/alliance_publications/default.asp
16
Assessment Plan & Report
Forms
Turning in Plans:
By September 15 of each year turn in one file with the following:


An updated four year plan
An annual plan for the upcoming year
 with the “report” section with data results left blank
 Action Plan/Strategic & Budgetary Requests form left blank
__________________________________________________________
Turning in Reports:
By September 15 of each year turn in a file with the following:


The four year plan created the previous year
The annual plan created the previous year with the report section filled in
and a completed Action Plan/Strategic & Budgetary Requests form
17
Four Year Plan
Course_________________(i.e., 2015-16 would be 2016)
Institutional
Learning Goal
2015-16
Program Learning Outcome
Plan
Met
Benchmark?
Yes No
(circle one)
Yes No
(circle one)
2016-17
Plan
Was Benchmark met last
year? Yes or No
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
Yes No
(circle one)
2017-18
Plan
Was Benchmark met last
year? Yes or No
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
Yes No
(circle one)
2018-19
Plan
Was Benchmark met
last year? Yes or No
If no, did you follow-up this year?
Yes or No
Yes No NA
(circle one)
*This form must be updated each year and uploaded to https://staffcscc.sharepoint.com/aas by
September 15 (along with the assessment report and action plan). Use your Columbus State Community
College username and password to log in.
Page 1 of 1
18
19
Assessment Annual Plan & Report
Course__________________ Year_____________(i.e., 2015-16 would be 2016)
REPORT
ANNUAL PLAN FOR ACADEMIC YEAR________ COURSE_________
Institutional Learning
Goal
Program
Learning
Outcome
Course Learning
Outcome
Instrument of
Assessment
Performance
Indicator
Performance
Criteria
N represents the number of students who completed the assessment
# represents the number of students who demonstrated that they have learned the skill in question.
% represent the percent of students who demonstrated that they have learned the skill in question
*For each course assessed, this completed report (with attached action plan) should be uploaded by Sept 15, to
https://staffcscc.sharepoint.com/aas _ use your Columbus State Community College username and password to log in.
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B
F
N
#
%
Assessment Report
Action Plan/Strategic & Budgetary Requests Form
Course__________________ Year________________
(C) Action Plan: For each course being assessed, faculty answer the following short-answer questions
based on the reported findings from their data for each course:
1.
Assessment of Data:
a. Planned Assessment: Based on the data you collected this past year (not indicated as followup on this past year’s annual assessment plan & report), discuss the teaching strategies you
used and student performance in relation to the benchmarks you set.
b.
Follow-Up Assessment (if needed): If you followed-up this past year from a previous report
where the students did not meet the benchmarks, describe the corrective action you took this
year. Explain whether or not the corrective action you have added to this year’s assessment
was successful. Discuss performance in relation to benchmarks you set.
2.
Instructional Planning: What are the plans for your course based on the data you have collected
this past year? If students did not meet the benchmarks this year, describe the teaching
strategies you will use for the next academic year to improve student learning in this course.
3.
Strategic and Budgetary Requests: List any strategic planning needs for the college and
budgetary requests for improving student learning:
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