Comments: d. PLO assessment No plan for assessing Beginning to develop Multiyear plan for one Clear multi-year plan for plan PLOs. No data an assessment plan, program OR some each program; ongoing collection. No but may only focus on but not all PLOs are data collection done at the (Table I, II and intentional alignment grade distribution and assessed annually. course level; thus, CLOs between PLOs and completion, not Every PLO has an align with PLOs; cyclical Annual Summary) CLOs. learning outcomes. identified assessment plan in place for collecting One set of PLOs for at the course level. and analyzing assessment multiple programs. A (Direct and indirect data, making adjustments, few CLOs are assessments?) and re-assessing. intentionally aligned Some distinction Distinct sets of PLOs for with PLOs. between sets of PLOs each program. for different programs. Comments: e. Assessment data Not clear that learning Learning outcomes Learning outcomes Clear methods of data outcomes assessment data are assessment data are collection, presentation, collection and analysis assessment data are collected by collected used by and analysis used by collected or analyzed. department or department or department or program program faculty, but program faculty and faculty; faculty are trained not analyzed. Key analyzed as a team. in these areas; multi-section courses Key multi-section courses have do not have common courses have at least consistent assessment assessment methods, one common methods and inter-rater tools, or inter-rater assessment method reliability. reliability. and tool, and there is a recognition of the need for inter-rater reliability.
Comments: d. PLO assessment plan (Table I, II and Annual Summary) No plan for assessing PLOs. No data collection. No intentional alignment between PLOs and CLOs. Beginning to develop an assessment plan, but may only focus on grade distribution and completion, not learning outcomes. One set of PLOs for multiple programs. A few CLOs are intentionally aligned with PLOs. Multiyear plan for one program OR some but not all PLOs are assessed annually. Every PLO has an identified assessment at the course level. (Direct and indirect assessments?) Some distinction between sets of PLOs for different programs. Clear multi-year plan for each program; ongoing data collection done at the course level; thus, CLOs align with PLOs; cyclical plan in place for collecting and analyzing assessment data, making adjustments, and re-assessing. Distinct sets of PLOs for each program. Comments: e. Assessment data collection and analysis Not clear that learning outcomes assessment data are collected or analyzed. Learning outcomes assessment data are collected by department or program faculty, but not analyzed. Key multi-section courses do not have common assessment methods, tools, or inter-rater reliability. Learning outcomes assessment data are collected used by department or program faculty and analyzed as a team. Key multi-section courses have at least one common assessment method and tool, and there is a recognition of the need for inter-rater reliability. Clear methods of data collection, presentation, and analysis used by department or program faculty; faculty are trained in these areas; courses have consistent assessment methods and inter-rater reliability.
Prog%20rev%20revised%20for%202017-18.docx