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Assessment Reporting

An online form was developed in order to record all final assessment data reported to the Administrative Assessment Committee.   

The data and information contained within the subcommittee pages has been reformatted and presented according to the following template:

The Online Department Assessment Report is the information input of this assessment matrix.

Area/Function/Goals Objectives Strategies to Meet Objectives Assessment Method Timeline Outcomes /Results Feedback and Follow-Up Recommendations
Program/Office/Department Performing Assessment What does the department/ program do to meet the goals --- what practices are currently in place   What is done to meet the objective – how does the department meet the objective (already in place) How will this practice (objective) be assessed – what tools are used to see if the objective is working When/how often will assessment take place What does the data say Analysis of the data – expected outcomes , successes, weaknesses

Adapted from Belmont Abbey College

Filling out the template: The example used is completely fictitious.

STEP 1: Name of Area and its Function/Goals

What are the goals the department is aiming to achieve? This goal should be a long term goal that the department/program continually aims to achieve. This goal should come from the Hunter and CUNY PMP objectives and reflect one of the three major components of the College mission; recruitment, retention, and graduation.

Example: One of the goals of the Advising department is to “increase retention and gradutation rates and ensure students make timely progress toward degree completion.” This goal is outlined as an objective of the Hunter PMP.

STEP 2: Statement of Objectives

What are the short run objectives that the department/program is aiming to achieve? What does the department/program do in order to achieve its goals? Every department/program should have yearly objectives that it works to complete. These objectives are short term and capable of being measured. Objectives can reflect the quality of a service, the quantity of a service, or the learning outcome of a service.

Quality of service objectives intend to measure the quality, effectiveness, or efficiency of a service provided by the administrative department. Indicators of quality of service objectives:

  • Tangibles: Appearance of physical facilities, equipment, personnel, printed and visual materials
  • Reliability: Ability to perform promised service dependably and accurately
  • Responsiveness: Willingness to help students and to provide prompt and timely service
  • Competence: Possession of required skill and knowledge to perform service
  • Courtesy: Politeness, respect, consideration and friendliness of personnel
  • Security: Freedom from danger, risk or doubt; appropriate confidentiality
  • Access: approachability and ease of contact
  • Communication: listening to students and faculty and acknowledging their comments; keeping community informed in a language they can understand
  • Understanding/Empathy: Making an effort to understand and know student needs, providing individualized attention

Quantity of Service Objectives intend to measure the number of activities or events. Typical indicators include the number of workshops, number of students advised, and percent of student who were satisfied with a service.

Learning Outcome Objectives intend to measure the results of an instructional activity. Typical indicators are based upon knowledge and comprehension of information. [1]

Example: 1. Advising will see 75% of each class 

STEP 3: Strategies

What strategies or approach will the department/program take in order to achieve the objectives listed? Every department/program should have a set strategy or plan to complete the listed objectives. These strategies should be documented and available to all members of the department. This will allow for greater transparency and cooperation within the work place and between job functions.

Example: 1. Email blasts that detail office hours, registration dates

STEP 4: Assessment Method

How will the department/program assess the objective listed? There are multiple ways for assessment to be completed. Based upon the department and program, administrators should choose what methods they wish to use for assessment. Examples of assessment methods are: response surveys, records, committees, interviews, manager assessments, and focus groups. Different methods are better at assessing different objectives. It is up to the departments and subcommittees to choose and identify the method(s) of assessment.

Example: AdvisorTrack software reports

STEP 5: Timeline

When will the assessment take place? The timeline is crucial in assessment. Assessment practices can span a year, or be done on a monthly or quarterly basis. Every department should devise a timeline that marks exactly when the assessment will occur. Assessment practices should be identified in the timeline.

Example: The assessment process will take place during the winter and summer breaks.

STEP 6: Outcomes

What does the data show? Every department should briefly summarize the assessment data results. These outcomes are strictly based upon the data. Attach supplemental materials used in data collection.

Example: Freshman, Sophomore, and Senior years met; rising Juniors at only 62%.

STEP 7: Follow-Up and Recommendations

Given the data results, what is the next step in the process for improvement and planning? How can the department/program improve its practices to achieve the objective? If the objective has been achieved, what policies worked the best and should be continued in future planning? Every department/program should outline ideas for improvements that can be implemented in the future. Follow-Up Action Plans are recommendations to help improve the department/program in achieving its objectives.

Example: Focus more attention to Sophomore and Junior classes; more email blasts; stress the accessibility and ease of use of the college advising offices.

 


[1] Adapted from Baruch College. Original adapted from Oregon State University (2006). Assessment: A thinking person’s process, p. 7-8. P. 37-41.