Assess 

Where are we currently?  This is the initial gathering of data related to course SLOs, PLOs or student service. Direct assessments and indirect assessments can be used to collect data on students’ achievement and attitudes toward their learning. 

Direct assessment refers to any method of collecting data that requires students to demonstrate a knowledge, skill, or behavior.  This includes any course assignment or activity. Examples of direct assessments are: 

• Performance assessments 

• Essays 

• Research papers 
• Problem sets 
• Oral examinations 

• Objective tests 
• Portfolios 
• Lab Reports

Indirect assessments ask students to reflect on their learning and are a great way to add the student voice to the assessment of SLOs.  Examples of indirect assessments are: 

• Reflective statements 
• Surveys 
• Interviews 
• Focus groups 
• Discussion

Reflect 

To help turn assessment results into actions, faculty need to take time to reflect on this information.  First reflect individually.  The answers to the following questions can help you with this process: 

• Where did students in your course do well?  
• What can we celebrate?  
• Where is their room for improvement?  

• What can be done differently next time that will impact student success?  

Data coaches can help you pull additional data to reflect on as well. 

Collaborate 

Now it is time to think out loud with others and collectively reflect on the data you have collected. Be sure to include adjunct faculty and encourage a variety of viewpoints.  Sort through information, reflections and share ideas. Answer the question So what? or What now? There are different ways in which your department can collaborate: 

• Department meeting(s) 
• Emails with shared links to data results and faculty reflections with a way to provide feedback 

Outcomes Coordinators can help facilitate this process for your department. 

Act  

The purpose of assessment is to identify at least one action item to implement to improve student learning. Even if the outcome was achieved, find a specific item where improvement can be made.  Your action plan should include, anticipated changes or improvements and timeline of implementation.  Here are some example actions to take: 

• Change the timing of a topic within the course or program 
• Change the amount of time devoted to that topic 
• Change the instructional method 
• Change the curriculum 

Compare 

This is second round of data collection. This can be done the following semester or even the following year using direct and indirect assessments (See Step 1). Compare data to see how action affected student learning. 

Reflect 

Again, spend time reflecting individually on the results of your direct and indirect assessments. Look specifically at how your action affected your assessments this time.  The answers to the following questions can help you with this process: 

• Did the action have the expected outcome?  Why or why not? 
• Can you identify any trends?
• Where did students in your course do well? 
• What can we celebrate? 
• Where is their room for improvement? 
• Now what? 

 

Collaborate 

Once again come together, as a group and collectively reflect on this second set of data you have collected.  Compare data from the first go round and identify any trends. 

Act 

Now you have two sets of data that can be used to close the loop as well as direct curriculum review.  As a group, ask the question: What’s next? 

• If you are satisfied with the results, choose another outcomes to assess next time or adjust the criteria for success. 
• If you are not satisfied with the results, create a new action plan and reassess. 

Report 

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