Materials for Download

Editable Sample Assessment Plan

Assessment Plan Example:
Here is an assesment plan for use by faculty, chairs, and deans. Deleting and re-filling out this assessment plan can help programs develop a strategy of assessment. This should help improve the quality and practice of assessment here on campus.

Sample Assessment Plan (PDF)

Program Review

Summary of program review, assessment findings, and improvement actions:
Trustee policy requires each campus to review every academic program on a regular basis. These tables were developed and questions modified from policies put forth by the Provosts and Vice Presidents of Academic Affairs and other governing bodies. These tables are intended to provide a roadmap and a guide for answering questions relating to program review and assessment. Each question corresponds with assessment template questions and enable faculty and our office to pinpoint high-quality review and evaluation of programs.

Program Review Tables (WORD)
Examples: Table 2.5-6 ExampleGeology Example

Supportive: Alumni Survey Sample, Survey Letter Sample

Backward Design Article

Understanding by Design by Wiggins and McTighe:
This article presents a framework for the design of curriculum, assessment, and instruction that is focused on developing and deepening student understanding of important ideas. Consultants Wiggins and McTighe (both former classroom teachers) propose a "backward design" approach to planning that helps students meet standards without sacrificing bigger goals related to understanding. They also explain how individual units may be nested within a larger framework of courses and programs dealing with essential questions. 

Understanding By Design

VALUE Rubrics 

AAC&U's Liberal Education and America's Promise (LEAP) VALUE rubrics:
The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.

All 16 VALUE Rubrics

The Degree Qualification Profile

The Degree Qualifications Profile (DQP), what college graduates should know and be able to do:
The Degree Qualifications Profile (DQP) outlines a set of reference points for what students should know and be able to do upon completion of associate, bachelor’s and master’s degrees – in any field of study. There are five broad categories of proficiencies which provide a profile of what degrees mean in terms of specific learning outcomes. Through focusing on broad areas of learning and the application of that learning, the DQP illustrates progressively challenging performance expectations for all students.

Degree Qualification Profile

The Assessment Principles and Example Summary
(formerly "Assessment Flowchart")

A summary that details the steps and guides the process of program assessment:
Our office has developed a summary to be used by faculty to help understand the process of assessment; visually see and realize what steps need to be taken; and follow examples as to best assess their programs. The flowchart lists each of our major assessment aspects, such as deciding on and explaining program learning outcomes (PLOs); what standards of performance are expected of students; what methods/measures will be used to assess work; what findings are discovered and what conclusions come of this; and finally how is the assessment data going to be used to make improvement.

Assessment Principles and Example (version 1)