1. Program Assessment Plans Step by Step
Updated
2017
This presentation and handouts are available at:

2. Overview Create program learning outcomes (4-5 is ideal)
Map where each outcome is included in your curriculum
Create a schedule for assessing each outcome (6yr cycle)
Set an expected performance threshold for each outcome
Determine what type of evidence will be used to demonstrate student performance for each outcome
Submit your assessment plan

3. 1. Create Program Learning Outcomes
Concepts to Consider: a) Do your lower level classes prepare students for upper division classes? b) Do upper division classes meet the level of learning outcomes expected? c) Are students demonstrating the outcomes described?

4. 1. Create Program Learning Outcomes
Learning outcomes should be written as simple declarative statements. Ideally PLO’s should not exceed five (although some programs have external accreditation requirements that set the PLO’s). PLO’s should be program specific, general outcomes are covered in CORE 2.0 Assessment. Always remember: Outcomes MUST be assessable

5. Typical Program Learning Outcomes
Our students will have the knowledge required to be successful in (their field) (proficiency based test)
Our students will demonstrate an expected level of understanding and application in core program concepts. (replace “core” with name of program)
Our students will be able to analyze problems in (their field)and develop solutions or strategies to solve those problems.
Our students will be able to communicate effectively in the vernacular of the discipline.

6. 2. Find Each Outcome in Your Curriculum
List all courses that will be assessed (not all courses in the curriculum need to be assessed for program review – key courses that demonstrate acquisition of skills should be priority)
Fill in grid showing courses, and the learning outcomes they address
Add a code indicating cognitive skill level to the highlighted cells, for example:
I = introductory , D = developing, M = mastery

7. Example (Example only, this is not from a real program) Outcomes 1 2 3
Outcomes
Rubric
Title 1 2 3 4
LSRE 135
Introduction to Leisure Studies I
LSRE 292
Outdoor Recreation-Adventure D
LSRE 297
Campus Recreation
LSRE 300
Global Tourism
LSRE 370
History of Tourism
LSRE 375
MGMT in Therapeutic Recreation
LSRE 380
Statistical Methods in Education
LSRE 381
Social Foundations of Leisure M
LSRE 385
Intergenerational Rec/Wellness
LSRE 391
Leadership in Leisure Studies
LSRE 499R
Senior Capstone

8. Mapping Suggestions
Once your classes are mapped, all outcomes should be accounted for in at least one class.
All classes should address at least one outcome
Make sure your class skill level makes sense i.e.: = I, 300 = D, 400 = M
There can be some overlap between I and D, and D and M…but 400 level classes should not be assigned an “I”, nor should be assigned an “M”

9. 3. Where Can You Gather Data?
The grid (curriculum map) shows where each outcome is covered, and the skill level expected in assessment.
Notes:
You can save faculty time by gathering data from courses taken by students in multiple programs (ideally, related programs are submitted together in an assessment plan)
Knowledge of the discipline can also be demonstrated using a discipline-based proficiency exam (see outcome 1 in example)

10. 4. Set Performance Thresholds
It is unreasonable to expect every student to demonstrate mastery in every outcome. Faculty need to decide what constitutes an acceptable performance threshold for each outcome. You may decide to have a sliding scale, depending on the skill level being assessed. Example: At least 80% of students will be rated “Acceptable” or higher on every category of the scoring rubrics according to skill level.

11. Example Performance Threshold
Response Threshold
Students will be rated based on the course level utilizing the following rubrics.
I classes, 75% of the students should demonstrate acceptable (developing) skill level (3-4 score) D Classes 75% of the students should demonstrate developed skill level (4-5 score) M Classes 75% of the students should demonstrate mastery skill level (5-6 score)

12. Example Scoring Rubric
Learning Outcome #2 Produce a scholarly product related to the program based on both existing information and student effort.
Not Observed
Developing
Strongly Present
Evidence is disconnected from related evidence and the conclusion or outcome
Relationships among points of evidence and conclusion(s) are unclear or contrived
Evidence is combined into logical relationships; evidence leads to conclusion or outcome 1 2 3 4 5 6

13. 5. Schedule for Assessing Each Outcome
Year 1
LSRE 135
LSRE 292
LSRE 300
LSRE 370
LSRE 499R
LSRE 385
LSRE 391 2
LSRE 297
LSRE 375
LSRE 380 3
LSRE 381 4
LSRE 292

14. 6. Process for Using Assessment Data
Data are collected as defined by Assessment Plan.
Population or unbiased samples of collected assignments are scored by at least two faculty members using prepared scoring rubrics.
The scores are presented at a program/unit faculty meeting for assessment.
The faculty reviews the assessment results, and responds accordingly.
Annual Assessment Report and faculty decisions are reported to the Assessment and Outcomes Committee by September, 15.

15. 7. Submit Assessment Plan
Once you have an assessment plan with essential elements:
Program learning outcomes
Identified data sources
Schedule for assessing each outcome
Process for using assessment data
Plan should be for multiple years, unless update is necessary.
Submit completed plan to: