COURSE ASSESSMENT TEMPLATE

Nota bene: The terms goals, learning outcomes, and outcomes are all used interchangeably. They represent what you expect students to know and be able to do once they complete the course.

Instructions

Please use this worksheet to provide details of your assessment of whether students are meeting the learning outcomes or objectives for the course.

Consider this a working document. To begin, fill out 3-5 learning outcomes or objectives, and the year you plan to assess that particular learning outcome. Also fill in the Assessment Plan column, which includes information about what assessment tools you will be using.

As each learning outcome is assessed in the year indicated, fill in the Assessment Findings, Interpretation of Findings, and Action Plan columns. Once complete, send the template to the Office of Academic Planning and Assessment at .

Your dean’s office or the Office of Academic Planning and Assessment will provide feedback on the information you submitted. The feedback rubric can be found at the end of this document.

General Information

Semester and year course was taught: ______

Department / Program: ______

Department code, course number, and section: ______

This course was taught (choose one): __Foggy Bottom __Mount Vernon __Off-campus (VSTC, Alexandria, Arlington, etc.) __Online

Department chair: ______

Instructor:______

Worksheet completedby: ______Date:______

Student Learning
Outcome / Assessment Plan
●Provide two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Provide a detailed description of the measures.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Attach rubric or questions and answer key as appropriate.
Examples:
●X% of students earned an A, X% earned a B, X% earned a C and X% earned a D/F.
●X% of students earned a High Pass, X% earned a Pass, X% earned a Bare Pass and X% earned a Fail.
●X% of graduates were placed in tenure-track positions. / Interpretation of Findings
Questions to consider:
●What does the data tell you about what and how well students are achieving the learning outcome for the program? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., Year Two) affect your interpretation of findings?
●Provide any additional comments about your interpretation. / Action Plan
Questions to consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous years, how successful has it been in improving student learning?
1.
Year: / Measure A (must be direct)
Examples of Direct Measures: scores on capstone presentations and/or papers, comprehensive exams, pre-post test scores, or scores on exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect Measures: course grades, responses on student feedback surveys referring to student learning, job placements
Student Learning
Outcome / Assessment Plan
●Provide two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Provide a detailed description of the measures and include as an attachment.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Attach rubric or questions and answer key as appropriate.
Examples:
●X% of students earned an A, X% earned a B, X% earned a C and X% earned a D/F.
●X% of students earned a High Pass, X% earned a Pass, X% earned a Bare Pass and X% earned a Fail.
●X% of graduates were placed in tenure-track positions. / Interpretation of Findings
Questions to consider:
●What does the data tell you about what and how well students are achieving the learning outcome for the program? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., Year Two) affect your interpretation of findings?
●Provide any additional comments about your interpretation. / Action Plan
Questions to consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous years, how successful has it been in improving student learning?
2.
Year: / Measure A (must be direct)
Examples of Direct Measures: scores on capstone presentations and/or papers, comprehensive exams, pre-post test scores, or scores on exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect Measures: course grades, responses on student feedback surveys referring to student learning, job placements
Student Learning
Outcome / Assessment Plan
●Provide two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Provide a detailed description of the measures and include as an attachment.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Attach rubric or questions and answer key as appropriate.
Examples:
●X% of students earned an A, X% earned a B, X% earned a C and X% earned a D/F.
●X% of students earned a High Pass, X% earned a Pass, X% earned a Bare Pass and X% earned a Fail.
●X% of graduates were placed in tenure-track positions. / Interpretation of Findings
Questions to consider:
●What does the data tell you about what and how well students are achieving the learning outcome for the program? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., Year Two) affect your interpretation of findings?
●Provide any additional comments about your interpretation. / Action Plan
Questions to consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous years, how successful has it been in improving student learning?
3.
Year: / Measure A (must be direct)
Examples of Direct Measures: scores on capstone presentations and/or papers, comprehensive exams, pre-post test scores, or scores on exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect Measures: course grades, responses on student feedback surveys referring to student learning, job placements
Student Learning
Outcome / Assessment Plan
●Provide two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Provide a detailed description of the measures and include as an attachment.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Attach rubric or questions and answer key as appropriate.
Examples:
●X% of students earned an A, X% earned a B, X% earned a C and X% earned a D/F.
●X% of students earned a High Pass, X% earned a Pass, X% earned a Bare Pass and X% earned a Fail.
●X% of graduates were placed in tenure-track positions. / Interpretation of Findings
Questions to consider:
●What does the data tell you about what and how well students are achieving the learning outcome for the program? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., Year Two) affect your interpretation of findings?
●Provide any additional comments about your interpretation. / Action Plan
Questions to consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous years, how successful has it been in improving student learning?
4.
Year: / Measure A (must be direct)
Examples of Direct Measures: scores on capstone presentations and/or papers, comprehensive exams, pre-post test scores, or scores on exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect Measures: course grades, responses on student feedback surveys referring to student learning, job placements
Student Learning
Outcome / Assessment Plan
●Provide two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Provide a detailed description of the measures and include as an attachment.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Attach rubric or questions and answer key as appropriate.
Examples:
●X% of students earned an A, X% earned a B, X% earned a C and X% earned a D/F.
●X% of students earned a High Pass, X% earned a Pass, X% earned a Bare Pass and X% earned a Fail.
●X% of graduates were placed in tenure-track positions. / Interpretation of Findings
Questions to consider:
●What does the data tell you about what and how well students are achieving the learning outcome for the program? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., Year Two) affect your interpretation of findings?
●Provide any additional comments about your interpretation. / Action Plan
Questions to consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous years, how successful has it been in improving student learning?
5.
Year: / Measure A (must be direct)
Examples of Direct Measures: scores on capstone presentations and/or papers, comprehensive exams, pre-post test scores, or scores on exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect Measures: course grades, responses on student feedback surveys referring to student learning, job placements

COURSE ASSESSMENT FEEDBACK RUBRIC

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Insufficient (1) / Rudimentary (2) / Good (3) / Exemplary (4)
1.a. Assessment Plan
●No assessment plan is provided
●If provided, little or no relationship between learning outcome and assessment plan / ●Measure stated, but not described
●Relationship of measure to learning outcome unclear / ●Minimal description of measure
●Clear relationship to learning outcome / ●Detailed description of measure
●Clear relationship to learning outcome
●Assignment attached
●Target for achievement
●Time administered
1.b. Types of Assessment Measures
●No assessment measures listed / ●Indirect measures only / ●One direct measure / ●Two measures, including one direct
2.a. Assessment Findings
●No information on total number of students assessed
●Distribution of scores not provided
●Grading rubric not attached / ●Includes only one of the following:
- Information on total number of students assessed
- Distribution of scores
- Grading rubric or questions and answer key as appropriate / ●Includes two of the following:
- Information on total number of students assessed
- Distribution of scores
- Grading rubric or questions and answer key as appropriate / ●Information on total number of students assessed provided
●Distribution of scores provided
●Grading rubric or questions and answer key attached
2.b. Interpretation of Assessment Findings
●No interpretation of how well students achieved learning outcome
●No information on whether students met acceptable target
●No interpretation of how timing of assessment influenced findings / ●Interpretation irrelevant to the learning outcome / ●Interpretation relevant to the learning outcome
●Includes one of the following:
- Acceptable target
- Timing of assessment (if relevant)
- Student strengths and weaknesses / ●Relevant and detailed interpretation
●Details where students are strong and where improvement is needed
●States if the target was met
●States how timing of assessment influenced findings (if relevant)
3. Action Plan
●No action plan
●If provided, action plan content irrelevant to findings and interpretation of findings / ●Action plan’s relevance to findings and interpretation of findings is unclear
●No plan to improve student learning is provided / ●Action plan clearly relates to findings and interpretation of findings
●Plan to improve student learning is provided, although lacks specificity
Ex. “I’ll discuss readings more in class.” / ●Well-developed action plan related to findings and interpretation of findings
●Specific next steps for improving/sustaining student learning and/or the measure
Insufficient (1) / Rudimentary (2) / Good (3) / Exemplary (4)
3.a. Assessment Findings
For the majority of the learning outcomes assessed none of the following is provided:
●Information on total number of students assessed
●Distribution of scores
●Grading rubric, scoring method, or question and answer key as appropriate / For the majority of the learning outcomes assessed one of the following is included:
  • Information on total number of students assessed
  • Distribution of scores
  • Grading rubric, scoring method, or question and answer key as appropriate
/ For the majority of the learning outcomes assessed two of the following are included:
● Information on total number of students assessed
● Distribution of scores
●Grading rubric, scoring method, or question and answer key as appropriate / For the majority of the learning outcomes assessed all of the following are included:
●Information on total number of students assessed
●Distribution of scores
●Grading rubric, scoring method, or question and answer key as appropriate
3.b. Interpretation of Assessment Findings
For the majority of the learning outcomes assessed, an interpretation of how well students achieved learning outcome is not included / For the majority of the learning outcomes assessed, an interpretation irrelevant to the learning outcome is included / For the majority of learning outcomes assessed, interpretation includes:
●Interpretation relevant to the learning outcome AND
●One of the following:
- Acceptable target
- Timing of assessment (if relevant)
- Student strengths and weaknesses / For the majority of learning outcomes assessed, interpretation includes:
●Relevant and detailed interpretation,
●Student strengths and weaknesses,
●Indication if the target was met, AND
●How timing of assessment influenced findings (if relevant)
4. Action Plan
For the majority of the learning outcomes assessed, an action plan is not included. / The majority of the learning outcomes assessed include:
●Action plan irrelevant to findings and interpretation of findings OR
●A vague action plan / The majority of the learning outcomes assessed include:
●Action plan which relates to findings and interpretation of findings
●Plan to improve student learning is provided, although lacks specificity
Ex. We’ll include more writing assignments in lower level courses.” / The majority of the learning outcomes assessed include:
●Well-developed action plan related to findings and interpretation of findings
●Specific next steps for improving/sustaining student learning and/or the measure

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