Resources

Assessment Resources eLC 

This nonAthena eLC course serves as a living resource hub for assessment information, guidance, and tutorials. Each module contains helpful resources pertinent to a specific aspect of the assessment process. If you need access to this "course," email Deenene Brewer, Assessment Coordinator, at deenene@uga.edu. 

 

How to Approach Assessment

Assessment should be a continuous, reflective practice. Use the annual report as an opportunity to compare data to previous years, note any patterns, consider the impact and effectiveness of changes, and forecast how data can be used to inform future changes to instruction or program curricula. Review this slideshow (PDF) for a refresher on how to prepare for submitting your annual program report. 

 

Program Assessment Reporting Template

This template is designed to help you structure your Learning Outcomes Assessment report (due annually on October 1). The fields in this template are exactly as they appear in Xitracs. Completing this program assessment reporting template first will allow you to easily copy/paste and import the information. 

 

Program Assessment Workbook

Is your department designing a new degree program or certificate?  Or, do you need to make significant revisions to your existing student learning outcomes and assessment plan?  This self-guided Program Assessment Workbook walks you through a set of comprehensive steps for developing or revising your academic program assessment strategy.  

 

Curriculum Mapping

Curriculum mapping is a helpful exercise to visualize the interaction between various learning outcomes, clarify where learning outcomes are addressed throughout the program, and identify potential gaps in learning outcomes assessment. This Curriculum Mapping Overview can help you get started. Also, review this blog post by assessment expert Linda Suskie: Why are we doing curriculum maps?

 

Example Learning Outcomes Assessment Reports 

The following examples of best practice in assessment include a range of disciplines from across the campus (shared with permission). These reports showcase well crafted student learning outcomes, multiple measures to capture evidence of students' learning, and plans for improvement(s) or changes based on analysis of the assessment results.

Using Assessment Results for Program Improvement

The primary reason for assessment at the program or course level is to determine if students are learning the content and skills specified in the student learning outcomes. Ideally, assessment data should provide insight into changes and/or improvements that can strengthen students' learning in the program. Though this seems straightforward, the most common feedback offered on annual assessment reports relates to identifying targeted improvements based on assessment data. The following questions* can help guide faculty conversations regarding changes or improvements upon analysis of assessment data:

1. Review the Student Learning Outcomes.

  • Are the SLOs clear? If not, reword for clarity.
  • Do the SLOs align with the curriculum, instruction, and assessment? If not, consider changes to the component that needs adjustment for all components to be aligned.
  • Are these the correct SLOs? If not, amend SLOs to articulate the appropriate outcomes. 

2. Review the Curriculum.

  • Does the curriculum align with the SLOs? If not, consider changes in the curriculum. This could include changes in content, methods of teaching, or amount of time spent on various topics.
  • Does the curriculum lend itself to instruction with content and methods that are consistent with the assessment? If not, consider amending the curriculum (or instruction) to improve alignment. 

3. Review the Instruction.

  • Is the instruction aligned with the curriculum? If not, consider changes in instruction. 
  • Is the instruction aligned with the assessment? If not, consider  adjustments in instruction or assessments so that they are aligned.
  • If the class has multiple sections, is the instruction consistent across sections? If not, work with the multiple instructors or sections to ensure consistency in instruction. 
  • Are instructors, including teaching assistants, prepared and trained to deliver the course?

*Adapted from Miller & Brophy (2019) - Using Assessment Results for Program Improvement (PDF)