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Academic Assessment Committee: Checklist

Updated Checklist for PAAR Assessment Plans

PAAR – Assessment Plans Program Name: Click here to enter text. Program Director: Click here to enter text.

Yes No Not Sure Program Description

☐    ☐        ☐       Is the program description clear to a layperson?

☐    ☐        ☐       Does the program description match current source documentation and website information?

Program Outcomes:

☐    ☐        ☐       Do the program outcomes flow from the program description?

☐    ☐        ☐       Do the program outcomes match current source documentation and website information?

☐    ☐        ☐       Do the outcomes represent program-level learning?

☐    ☐        ☐       Do the outcomes focus on learning achieved by the end of the program rather than the progress of learning throughout the  program?

☐    ☐        ☐       Are the outcomes clearly worded?

☐    ☐        ☐       Do the outcomes avoid multiple verbs or “verbalized” nouns?

☐    ☐        ☐       Do the outcomes avoid immeasurable or undefined adverbs, such as “effectively” and "appropriately"?

☐    ☐        ☐       Are the outcomes measurable in the context of the classroom/program requirements?

☐    ☐        ☐       Do the action words reflect a level of learning commensurate with program-level?

☐    ☐        ☐        Is the number of program outcomes reasonable/realistic?

Direct Measures & Performance Targets:

☐    ☐        ☐       Are at least two direct measures identified?

☐    ☐        ☐       Is at least one direct measure an applied measure of learning?

☐    ☐        ☐       Does each outcome have at least one associated direct measure?

☐    ☐        ☐       Is it clear what the students will do to demonstrate what was learned?

☐    ☐        ☐       Are the measures associated with each outcome clearly explained with respect to what, how, when, where?

☐    ☐        ☐       Are measures truly program measures and not course assignments?

☐    ☐        ☐       Does each measure have an associated target? Is the target relevant to the measure?

☐    ☐        ☐       Is each target reasonable and achievable?

☐    ☐        ☐      Are targets clearly defined in measurables, not grades?

Indirect Measures & Performance Targets:

☐    ☐        ☐      Are at least two indirect measures identified?

☐    ☐        ☐      Does each outcome have at least one associated indirect measure?

☐    ☐        ☐      Is it clear what the students will do to demonstrate what was learned?

☐    ☐        ☐      Are the measures associated with each outcome clearly explained with respect to what, how, when, where?

☐    ☐        ☐      Are indirect measures consistently available for collection?

☐    ☐        ☐      Are measures truly program measures and not course assignments?

☐    ☐        ☐      Does each measure have an associated target? Is the target relevant to the measure?

☐    ☐        ☐      Is each target reasonable and achievable?

☐    ☐        ☐      Are targets clearly defined in measurables, not grades?

☐    ☐        ☐      Are results reported for all direct measures? Are the results reported consistent with the assessment plan?

☐    ☐        ☐      If results are not presented, is it clear why?

☐    ☐        ☐     Are the results meaningful to student learning?

☐    ☐        ☐     Is the presentation of results (level/depth of information) sufficient to make a meaningful conclusion about whether or not the PLOs were achieved? Do results provide a metric beyond simple                                           participation/completion of an assignment/project?

☐    ☐        ☐    Is the analysis of results clear?

☐    ☐        ☐    Is the sample reported adequate to make the results and interpretation of the results meaningful?

Summary of Results for Indirect Measures:

☐    ☐        ☐    Are results reported for all indirect measures? Are the results reported consistent with the assessment plan?

☐    ☐        ☐    If results are not presented, is it clear why?

☐    ☐        ☐    Are the results meaningful to student learning?

☐    ☐        ☐    Is the presentation of results (level/depth of information) sufficient to make a meaningful conclusion about whether or not the          PLOs were achieved? Do results provide a metric beyond simple                                  participation/completion of an assignment/project?

☐    ☐        ☐    Is the analysis of results clear?

☐    ☐        ☐    Is the sample reported adequate to make the results and interpretation of the results meaningful?

Proposed Action Plans:

☐    ☐        ☐    Is there at least one action plan presented?

☐    ☐        ☐    Is each plan relevant to the results and to the program?

☐    ☐        ☐    Is each plan clear, with concrete steps?

☐    ☐        ☐    Is each plan achievable?

☐    ☐        ☐    Is there an action plan included for each target that was not met?

Other:

☐    ☐        ☐    Has the assessment plan been improved based on past comments?

☐    ☐        ☐    Has the reporting of the assessment results been improved based on past comme