Program Assessment Planning**

I. Mission/Purpose: Describe the end to be attained. What does the program prepare students for? For example, is the program designed to produce graduates who are "socially responsible citizens," "pre-professionals," "entry level teachers," "graduate school applicants"?

II. Goals: Describe the broad outcomes of the program and prioritize. What knowledge, skills, and attitudes will graduates have? For example, will graduates be able to work effectively in teams, think critically, have good work attitudes, be able to solve complex problems, communicate effectively?

III. Objectives: Describe more specific outcomes for each goal. Tell how it will be known if the goal has been achieved. For example, if effectively working in teams is a goal, objectives might include, performing team roles effectively, valuing teaming as a way to work, or respecting diversity of team members.

IV. Performance Criterion: Describe what is required to meet each objective. For example, if the objective is effective performance of team roles, performance criterion might include asking questions and giving information, rewarding others for effort, expressing understanding of others' feelings, or asking for opinions.

V. What classroom or institutional practices will be used to achieve outcomes? What kinds of activities will be used to teach the desired knowledge, skills, and attitudes? For example, if working effectively in teams is an objective, students might learn how to work in teams through formal team training, service learning project teams, or internships.

VI. Where will practices designed to achieve objectives take place? Where will these activities occur? Activities might occur in specific course(s) within the program, as a component(s) of selected courses within program, general degree courses, courses in other programs, internships, independent study, or research projects.

VII. How will practices designed to achieve outcomes take place? How will faculty build practices designed to achieve outcomes into their courses? For example, how will they provide opportunities for students to learn how to work in teams?

VIII. How will knowledge, skills, or attitudes be measured? Measures must be valid and reliable. They should be designed to measure outcomes and gather data that are useful in determining whether objectives are being achieved and goals are being met. Additionally, the measures should result in information that will be useful in improving instruction and curriculum. Indicate which measures will be used with each objective.

1. Questionnaire

2. Test

3. Rating sheet

4. Scoring rubric

5. Interview schedule

6. Direct observation schedule

7. Focus group protocol

8. Checklist

IX. Identify Data Collection Methods: Indicate which methods will be used to assess each objective. For example, a portfolio might be used to collect information on writing skills and a commercial major fields test might be used to collect information about students' understanding of principles in the major. Be sure measures, methods and objectives are connected.

1. Portfolios

2. Capstone course

3. Local or commercial tests

4. Pre-test/post-test

5. External reviewers

6. Videotape/audiotape evaluation

7. Simulations and role play

8. Direct observation of performance/presentations

9. Surveys (current students, alumni, employers)

10. Focus groups

11. Course embedded assessment

12. National exams (licensure, graduate school, board exams)

X. When is assessment done? Upon entry into program, rising junior, graduating senior, particular courses, performance on licensing exams after graduation, Graduate Record Exam.

XI. What are the expected results? Criteria for success? Standards? For example:

1. In an annual survey, at least 80% of the majors will say their ability to work in a team is stronger or much stronger compared to when they entered the program.

2. Rising juniors will score at the 60th percentile for writing skills and reading on the CAAP.

3. Graduating seniors will score at the 75th percentile for functioning in social institutions on the ACT-COMP.

XII. How will the results be used? Instructional improvement? Curricular change?

XIII. Distribution of assessment results: How will assessment results be distributed? To whom? In what format? At a minimum the department faculty should see and discuss the results. This feedback is necessary for instructional and curricular improvements. Results should be shared with students to insure their support for assessment activities and to emphasize the importance of assessment. Individual assessment results may be provided to students so that they can evaluate their strengths and weaknesses. It may also be useful to share results with employers, alumni, recruiters, or funding sources to demonstrate program quality.

**This material is adapted from a variety of sources--web, books, journal articles, workshop handouts. Some of the material--especially II, III, IV, V--is adapted from Gloria M. Rogers and Jean K. Sando, Stepping Ahead: An Assessment Plan Development Guide. Please see this publication for additional information. Another good resource is Susan R. Hatfield, "Department Level Assessment: Promoting Continuous Improvement," IDEA Center, Kansas State University. Both of these have been previously distributed to departments.