Choose An Item.
Department/Program
Student Outcomes Assessment Plan (SOAP)
I.
Mission Statement
Enter mission statement
[Guide: The mission statement articulates the essential nature of the program, its values and its
purpose. This serves as a guide for teaching and learning in the program. The mission statement for a
program should be in keeping with the mission of the university while addressing the needs of the
program. The mission statement should be concise and written to inspire the faculty and students. ]
Mission Statement Example 1:
The mission of the Department of Communicative Disorders and Deaf Studies is to disseminate
knowledge and to train professionals in speech-language pathology, audiology, deaf education,
and interpreting who will provide quality service to the public. The Department will accomplish
this mission by providing a stimulating learning environment for enhancing personal and
educational development, promoting understanding of people of various cultures, and offering
opportunities for research and scholarship in communicative disorders and deaf studies.
Mission Statement Example 2:
The Department of Geography is committed to provide effective teaching, advising and research
opportunities to prepare and motivate students to apply the spatially based analytical tools of
geography to the study of social and environmental problems that range in scale from local
concerns to global issues
II. Goals and Student Learning Outcomes
Note: There are no set number of goals and outcomes. You may indicate as few or as many goals and
outcomes as needed but it is recommended they not be too numerous so that all of them can be
measured within a reasonable time period of the assessment cycle.
Enter goals and student learning outcomes
[Guide: Goals are general statements supporting the mission but are specific to a discipline. These
statements give specificity to a program and serve as a guide to long-term directions for student
learning. The major distinction between goals and learning outcomes is the non-behavioral nature of
goals. Goals may contain verbs such as appreciate, understand, and value; these are all worthy
aspirations but cannot be measured directly. Student learning outcomes clearly state the expected
knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire
in the program. Student learning outcomes must contain measurable verbs such as describe, identify,
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discuss, infer, apply, prepare, compare, analyze, distinguish, arrange, summarize, assess, contrast, and
evaluate. See Bloom’s Taxonomy action verbs at
http://www.fresnostate.edu/academics/oie/assessment/index.html under “Training and Assistance”
for additional examples.]
Goals and Student Learning Outcomes Example 1:
Goal A. Plan, implement, evaluate, and modify educational or clinical interventions across a wide
range of students and clients.
Outcome a. The students will prepare appropriate intervention strategies based upon the patient
assessment results.
Outcome b. The students effectively provide clinical or educational services to meet the
communicative needs of deaf, hard of hearing, or communicatively-disordered
individuals.
Goals and Student Learning Outcomes Example 2:
Goal 1: Knowledge
To prepare graduates to be knowledgeable about family science through the study of theoretical
perspectives and scientific research on families.
Outcomes: Graduates will be able to:
1.1 Compare and contrast major theories on family relationships.
1.2 Analyze the strengths and limitations of each of the major theoretical perspectives
in human development and family science.
1.3 Discuss research methods used to create knowledge about families, and analyze the
strengths of limitations of those various research methods in the field of family science.
1.4 Explain the influence of the broad societal context (e.g., culture, economy, and
policies) on families.
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III. Curriculum Map (Matrix of Courses X Learning Outcomes)
Enter curriculum map
[Guide: A curriculum map is an organizational tool to plot where students will attain the learning
outcomes within the curriculum of a program. A course-by-outcome curriculum map should make
clear where in the program learning outcomes are introduced, reinforced, emphasized, and mastered
in the program curriculum. In addition to courses, other required activities such as projects and
capstone experiences required for progress in the program could be included in the curriculum map.
This map should be used to identify points in the program where direct measurements of student
learning can be made.]
Curriculum Map Example 1:
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Curriculum Map Example 2:
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IV. Assessment Methods
A. Direct Measures (at least three)
1. Enter Direct Measure
2. Enter Direct Measure
3. Enter Direct Measure
B. Indirect Measures (Alumni Survey is required)
1. Enter Indirect Measure
[Guide: Direct measures must be obtained by measuring individual student performance on a given
learning outcome. Direct measures include scores on examination questions aimed at particular
learning outcomes, or scores obtained using rubrics for performances, projects, theses, etc.
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If you choose to base your assessment in part on culminating experiences or portfolios, be
explicit in explaining how the products of these activities will be analyzed.
Measures should reflect performance on each learning outcome.
The description of the direct measures should clarify how they are aligned with the stated
learning outcome(s).
Explain how the student work will be evaluated consistently across time (such as using a
scoring rubric) as well as how the department defines having met the student learning
outcome(s). Any rubrics that have been developed should be attached as an appendix to the
SOAP.
Benchmarks should be established that define what percentage of students are expected to
meet each student learning outcome or a target average score for the outcome.
Indirect measures include opinion surveys and instruments that gather self-reports and/or third-party
reports of student knowledge.]
Assessment Methods Example 1:
Direct Measures:
Outcome 1.1 Students will have the ability to describe and synthesize the methods to
manage plants for optimal agricultural productivity with minimal negative environmental
impact.
Method 1: Plant 100 Crop Reports. In Plant 100-Aspects of Crop Productivity, students
write a crop report term paper. This is a core course required of all majors. In this term
paper, students select an important crop grown in the San Joaquin Valley and describe
the phenological development of the crop, describe the physiology of the crop and
discuss important management interventions to improve the productivity of the crop.
Papers will be evaluated and scored using a rubric (attached) as advanced (4),
competent (3), developing (2) or elementary (1) based on the ability to describe and
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synthesize the methods to manage plants for optimal agricultural productivity with
minimal negative environmental impact.
A mean score on the rubric of ≥3 (competent) is considered to have met the learning
outcome. 75% of students are expected to meet the learning outcome.
Assessment Methods Example 2:
Direct Measure:
Psych 144 Research Papers – All students write an APA style empirical research report in
Psych 144. Samples of these will be evaluated according to a rubric to assess several of
our methodology, critical thinking, and writing outcomes (Outcomes 2.1, 2.2, 2.3, 2.4
and 4.3).
For each outcome evaluated on the rubric, a score of 4 on a 5 point scale will define
having met the learning outcome. The department expects a mean score for each
outcome >4.0 when all student scores are averaged.
Assessment Methods Example 3:
Direct Measure:
Clinic and Student Teaching Evaluation. Each semester, Supervisors and Master
Teachers complete an evaluation of students under their supervision. Those items
reflecting on student performances will be averaged (per item) and tracked across
semesters. (See Appendix D: Student Practicum Evaluation and Evaluation of Student
Teacher.) Benchmark: The average rating across students will be at or above “above
average” or “above expected levels” on applicable items. This measure will be used to
address the following Goals and Learning Outcomes: (Goal 1, outcome 1.2 & 1.3, Goals
2, outcomes 2.1-2.4).
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V. Student Learning Outcomes X Assessment Methods Matrix
Enter Assessment Methods Matrix/Table
[Guide: SOAPs should include a matrix that shows linkages between learning outcomes and the
methods designed to measure performance on those outcomes. All learning outcomes should be
associated with at least one method that will be used to measure student performance.]
Outcomes X Assessment Methods Matrix Example 1:
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Outcomes X Assessment Methods Matrix Example 2:
V. Student Learning Outcomes X Assessment Methods Matrix
All outcomes within each goal will be measured when the goal is indicated as being measured by methods listed.
Goal 1:
Goal 2:
Goal 3:
Goal 4:
Goal 5:
Technical
Management
Leadership
Research
Lifelong
Standard Exam
X
X
Exam & Homework
X
X
Papers
X
X
X
Presentations
X
X
X
X
Alumni Survey
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X
Exit Survey
X
Employer Survey
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X
X
X
X
X
X
VI. Timeline for Implementation of Assessment Methods and Summary Evaluations
Year 20
to 20
Method 1.
Year 20
to 20
Method 1.
Year 20
to 20
Method 1.
[Guide: SOAPs should include a simple, concise timeline that states when each assessment method
will be carried out. Be specific about the year. Rather than Year 1, Year 2, use AY 2012-13, AY 2013-14,
etc.]
Timeline Example 1:
VII. Timeline for Implementation of Assessment Methods and Summary Evaluations
Theatre Arts, BA
AY 2010-11
Method 1.
Employ Rubric for Crews, Casts
(Goal 4, 5.2)
Method 2.
Exam in Drama 10 and Drama 186
(Goal 1.1)
Method 3.
Employ Scoring Rubric for Design
(Goal 3.2)
Method 4.
Employ Scoring Rubric for Dance
(Goal 3.3)
Method 5.
Employ Scoring Rubric for Auditions
(Goal 3.1)
Method 6.
Exam in Drama 10 and Drama 186
(Goal 1.1)
Method 5.
Employ Scoring Rubric for Auditions
(Goal 3.1)
Method 6.
Exam in Drama 10 and Drama 186
(Goal 1.1)
AY 2011-12
AY 2012-13
AY 2013-14
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Timeline Example 2:
VIII.
Timeline for Implementation of Assessment Methods and Summary Evaluations
Biology, BS
Year 2010 to 2011
Method 1.
Pre and Post Test
Method 2.
Research Experience (Post-Test)
Method 3.
Student Research Tabulation
Year 2011 to 2012
Method 1.
Pre and Post Test
Method 2.
Ecology Lab Reports
Method 3.
Evolution Term Paper
Method 4.
Research Experience (Post-Test)
Method 5.
Research Experience (Evolution Term Paper)
Method 6.
Student Research Tabulation
Year 2012 to 2013
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Method 2.
Pre and Post Test
Method 3.
Research Experience (Post-Test)
Method 4.
Student Research Tabulation
Method 5.
Pipeline Analysis
Method 6.
Alumni Survey
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IX. Process for Closing the Loop
Enter process for closing the loop
[Guide: Closing the loop refers to using the findings for improvement of curricula, instruction or
programs. This is the primary reason for doing assessment. This section should explain the process
the program will use for reflecting on the assessment results and deciding what changes, if any, will
be made based on the assessment results.]
Process for Closing the Loop Example 1:
In the Department of Psychology, we have an Undergraduate Committee responsible for
monitoring the undergraduate program, suggesting curriculum and other catalog changes, and
reviewing changes proposed by others. The Chair of this committee is also the Assessment
Coordinator.
The members of the Undergraduate Committee are responsible for designing and carrying out
assessment activities with the help of the entire faculty as needed. The Undergraduate
Committee also analyzes the resulting data and suggests changes to the program as necessary.
Assessment data and suggested program changes are presented to the entire faculty in the
monthly faculty meeting, and the entire faculty decides whether to implement any changes (and
they are also free to suggest their own changes).
Process for Closing the Loop Example 2:
The Assessment Committee will be responsible for collecting and summarizing assessment data
each semester. Assessment results will be reported at regular department meetings. Near the
end of each spring semester, a department meeting will be dedicated to reviewing assessment
results, determining what changes, if any, the results suggest, and adjusting the next year’s
assessment activities as needed. The minutes of this meeting will provide the basis for the
department chair’s annual report on assessment activities.
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