Assessment of Learning
Each academic program must develop and maintain an Assessment Plan (the outcomes and measures portion of the Assessment of Learning Report Template). At a minimum, an approved Assessment Plan includes:
- Identification of an assessment contact who leads development, implementation, and report completion for their program. Please email changes in assessment contacts to email@example.com.
- Two clearly stated Student Learning Outcomes.
- One Student Success Outcome, with a choice of focus on graduation rate or retention rate.
- Two measures for each outcome, indicating how the outcome will be assessed and the data will be collected. Measures may be quantitative or qualitative.
- For academic programs, each outcome must have at least one direct measure of student learning (i.e., rubric items, exam items, internship evaluation items, etc.).
Review this checklist to ensure all criteria are met for Assessment Plan approval.
For new or modified programs submitting a Curriculog proposal, please follow the process described here.
Note: Programs with specialized accreditation submit their most recent self-study in lieu of using the template above.
Assessment of Learning Report Template & Instructions
Each fall, academic programs provide a report of their assessment results and continuous improvement activities for the previous academic year.
Click here to download the AY 2021 Assessment of Learning Report template.
Download important "START HERE" instructions for program coordinators submitting the AY 2021 Assessment of Learning Report, which is due on October 15, 2021. Information about virtual workshops and consultations will be emailed to program coordinators in August, as well as announced in KSU Today.
- Summary of analyses and results for each measure, including the big take-aways from the results.
- Examples of formative assessment that have occurred within the program.
- An update on progress toward strategies for improvement previously identified.
Reported every three years per the Cohort Schedule and Cohort List (see below)
- Interpretation of results and trends over the previous 3-year assessment period.
- Any improvements verified with multiple years of data.
- Specific strategies for improvement to be implemented during the next 3-year assessment period.
The report is submitted to our Assessment Office using a simple report submission form that will be emailed to program coordinators in August. We no longer have an online system for report submission.
Note: Programs with specialized accreditation submit their most recent self-study in lieu of using the report template above.
Report Feedback Form
The Office of Assessment provides written, qualitative feedback on all Assessment Plans and Reports. Below you will find the feedback form for academic programs, which is created in Qualtrics so that we can aggregate the data for meta-assessment purposes.
Please review the feedback form before submitting the report to ensure all of the criteria have been met. When you receive the feedback, please make the suggested changes. In some cases, the report need may need to be resubmitted.Please note: Assessment Plans must now be reviewed and approved by the Office of Assessment when submitting curriculum changes in Curriculog (click here for more information). By making the recommended improvements to Assessment Plans as soon as possible, that approval process will be expedited.
If you would like to discuss the feedback in more detail, please contact firstname.lastname@example.org to set up an individual or team consultation.
Cohort Lists and Schedules
Reporting of assessment and continuous improvement activities follows a 3-year cycle, while still maintaining an annual reporting of results. Each program has been placed into a cohort that will follow the 3-year cycle in a staggered fashion. See the Cohort List for your program’s cohort.
A summary of assessment results for the previous year is reported each fall. However, to foster a strategic perspective in your continuous improvement efforts and allow time for improvements to be observed, the identification of trends and strategies for improvement takes place every 3 years.
The Full Report Addendum within the MS Word template must be completed every 3 years. It includes an interpretation of analyses, trends over time, and the strategy for improvement selected for implementation during the next 3-year cycle. The Cohort Schedule (below) shows when the Full Report Addendum is due for each Cohort.
The Cohort Schedule below applies to all colleges:
The Cohort Lists below contain the cohort placement for academic programs. For larger colleges, the programs within the college are divided into groups and those groups are assigned to a cohort. Find your program's cohort by clicking on the appropriate list below:
Introduction to D2L Learning Analytics (Microlearning)
It is KSU's mission to provide students an exceptional learning experience and to prepare them for life after graduation. If done well, assessment tells us how well we are fulfilling that mission and how to best improve our teaching strategies, our curriculum, and the student experience. The use of D2L learning analytics will make the assessment process more meaningful and manageable for faculty, as well as more impactful for students.
Take this short microlearning (15-30 minutes) to discover how to access and use the learning analytics that are currently available in D2L.View Introduction to Learning Analytics
Rubric Analysis TemplateWe recommend using the Rubrics tool in D2L so that you can easily assess student learning and view aggregated rubric data for the course (see microlearning above). However, there may be times you would like to analyze rubric data using Excel.The following MS Excel template may be used to help aggregate and analyze rubric data. A blank template and an example are provided below. Instructions are included in the file, but feel free to contact our Assessment Office at email@example.com for assistance.You may find it helpful to take a screen shot of the table (example below) and insert it into the Results section of your program's Assessment of Learning Report.
The resources below are intended to support your assessment and continuous improvement activities. Please contact firstname.lastname@example.org to request an individual or team consultation. Also, if you have any additional resources that may be helpful, please share them with us.
- Higher Education Quality: Why Documenting Learning Matters (NILOA, 2016)
- Institutional Review Board's (IRB) page on Assessment/Evaluation vs. Research.
- The 2018-2023 KSU Strategic Plan
- 13 Steps to Creating a Learning Organization
- A Simple Model for Improvement
- An Approach to Designing Changes for Improvement
- The slides for this video presentation can be found here.
- Association of American Colleges & Universities (AAC&U)
- Center for Statistics and Analytical Research
- Lumnia Foundation
- National Institute for Learning Outcomes Assessment (NILOA)
Frequently Asked Questions (FAQ)
- How should I begin?
- What is assessment?
- Assessment is a collaborative effort intended to measure and improve student learning and student success. It is guided by the Office of Assessment.
- Your program has a mission and vision, along with program and course learning outcomes. Assessment results should inform efforts to improve student learning and student success, as well as curriculum changes.
- Assessment is one step in the continuous improvement cycle and should never be a burden when done correctly.
- Are we done once the outcomes have been achieved?
- Assessment and improvement is a continuous process. A new cycle begins after the previous one has been completed (see model above). Once there is no more room for improvement for a particular learning outcome, the focus should move to a knowledge or skill area where there is more room for improvement.
- Learning outcomes and measures should also be revised as needed to ensure they align with curriculum changes, industry standards, and employer needs.
- In these cases, the Assessment Plan should be updated to reflect the shift in focus.
- Why can't course grades be used as assessment?
- Overall grades are not granular enough to determine the specific areas with which students stuggle. As such, it will be difficult to identify strategies to improve student learning in those specific areas and track progress over time.
- Many factors may contribute to course grades that do not relate to student learning, such as attendence and class participation.
- Instead of course grades, direct measures of student learning include: exam items, rubric items, and internship evaluation items that directly related to the Student Learning Outcome of interest.
If you have other questions not explained here, send them to email@example.com.