Guidelines for Completing the Program Assessment Plan

To record the Program Assessment Plan and to report the assessment results, conclusions, and recommendations for improvement, faculty may use one of the two alternatives or may develop a more suitable form for their particular program. 

The recommended alternatives are:

Alternative 1. Use the old Program Assessment Matrix

In this matrix the plan is recorded in the columns of the matrix (objectives, outcomes, questions, assessment methods, timeline, criteria) and the assessment results (activities, results, recommendations) are recorded in the horizontal rows after each outcome.  The Program Assessment Matrix provides for recording assessment results for each objective/outcome individually.  It also provides for a cumulative recording over the assessment cycle (five or three years.) 

Alternative 2. Use the new Table for Program Assessment Plan and Assessment Report

In the new table, the Assessment Plan has the same components as in the old matrix, except that all the outcomes are grouped in the sequence.  The assessment results are recorded after each section of outcomes (A-Strategic objectives, B-General Education Learning Outcomes, C-Program learning Outcomes). The Assessment Report is organized on an annual basis and structured by assessment methods and strategies.  The Assessment Report is a generic table that includes a wide array of assessment methods.  Please feel free to add new methods in the report list if they are used in the program and not included in the table.

Difference between Alternative 1 and Alternative 2:

In the Alternative 1, the assessment results are arranged and recorded for each outcome.

In the Alternative 2, the assessment results are arranged and recorded for each assessment method. 

Alternative 3:

Design your own method of recording the assessment plan and assessment results which will have the same components and intentions as alternatives 1 and 2.

Curriculum Audit Grid

The purpose of the Curriculum Audit Grid is to ensure that students receive appropriate assignments and instruction in the desired order and with enough repetition so that intended learning outcomes are achieved.