The student learning outcomes from Phase 1 should not be simultaneously investigated. Instead, outcomes should be evaluated over a number of yearlong assessment cycles. During each assessment cycle, the faculty involved in the academic program should select and pursue specific outcomes. Phase 2 should then be completed for those outcomes.
Phase 2 focuses on collecting the evidence specified under measures and interpreting the results. Well-defined outcomes, measures, and criteria make it easier to collect the evidence identified in Phase 1 and provide meaningful analysis.
To begin this phase:
- Determine the plan for collecting the evidence
- Specify the person(s) responsible for collecting the evidence
- Specify the person(s) responsible for analyzing the evidence
I. Collect and Record Results
Collect and record the results of assessment activities. Write the results in as much detail as possible. For criteria, include exact numbers and percentages. This will increase your ability to interpret the information. For measures and criteria, include when the results were collected.
II. Analyze and Interpret Results
When analyzing and interpreting results, it is not sufficient to simply say your students are doing well. Determine what the results indicate about the academic program. The process of assessment is grounded in the belief that understanding the implications of the results and a proper interpretation requires personnel who are closely tied to the academic program. The interpretation should be as specific as possible, and be performed by a majority, if not all, faculty involved in the program.
Phase 1 and Phase 2 for an Example Academic Program
School/College: College of Agriculture
Degree Awarded: B.S. in Agriculture Sciences
Degree Program Title: Agricultural Sciences
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PHASE 1 |
PHASE 2 |
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Learning Outcomes How are students expected to change as a result of the program? |
Measures What direct and indirect assessment measures will be used? |
Criteria How will the program’s competency be determined? |
Results What was learned in the assessment process? |
Interpretation What will the results mean to the program? |
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Students will demonstrate knowledge in key soil science concepts. |
AGR 490 Capstone project: written component demonstrating student knowledge of key soil science concepts Senior thesis project |
AGR 490: Using a rubric with a scale of 1-5, 90% of the students achieve ratings of 4 or higher on items related to this outcome. Senior thesis project: Using a rubric with a scale of 1-5, 90% of students achieve ratings of 4 or higher on items related to this outcome. |
Ratings from Capstone Project: 85% students met the standard. Ratings from Senior Thesis: 80% students met the standard. Those who failed to meet the standard were most often deficient in soil aeration concepts. |
Soil aeration concepts may be inadequately covered in prerequisite course AGR 230. A review of the course syllabus showed that aeration was being addressed early in the course; faculty determined that introduction of aeration later in the course might lead to better retention of these concepts. |