UWF Assessment Tip Sheets

Guidelines for the development of assessment plans for academic programs at UWF

Tip 1: Bloom's Taxonomy

Graphic display of action words for Bloom’s Taxonomy. (September, 2004)

Assessment Tip Sheet 01 (PDF)

Tip 2: FAQ on Student Learning Outcomes (SLO)

Overview of planning for the development of assessments in response to state mandates for Academic Learning Compacts and SACS accreditation. (September, 2004)

Assessment Tip Sheet 02 (PDF)

Tip 3: How Might the UWF Assessment Plan Play Out in a Typical Department

Example of a departmental assessment plan. (September, 2004)

Assessment Tip Sheet 03 (PDF)

Tip 4: FAQ on Specifying Content Outcomes

Guidelines for developing and writing Student Learning Outcomes related to the Content domain for a program Academic Learning Compact. (October, 2004)

Assessment Tip Sheet 04 (PDF)

Tip 5: FAQ Capturing Student Critical Thinking Skills

Writing meaningful Student Learning Outcomes for the Critical Thinking domain of an Academic Learning Compact. (October, 2004)

Assessment Tip Sheet 05 (PDF)

Tip 6: FAQ about Communication

Writing meaningful Student Learning Outcomes for the Communication domain of an Academic Learning Compact. (October, 2004)

Assessment Tip Sheet 06 (PDF)

Tip 7: ALC Project Management

Writing meaningful Student Learning Outcomes for the Project Management domain of an Academic Learning Compact. (October, 2004)

Assessment Tip Sheet 07 (PDF)

Tip 8: Integrity FAQs and an Update

Writing meaningful Student Learning Outcomes for the Integrity/Values domain of an Academic Learning Compact. (October, 2004)

Assessment Tip Sheet 08 (PDF)

Tip 9: Cleaning Up the SLOs FAQs

Guidelines for formatting program Student Learning Outcomes and other elements in an Academic Learning Compact. (January, 2005)

Assessment Tip Sheet 09 (PDF)

Tip 10: The Curriculum Review FAQ

Guidelines for creating a curriculum map (curriculum review/audit). (January, 2005)

Assessment Tip Sheet 10 (PDF)

Tip 11: Curriculum Audit Sample

Example of a curriculum audit for a department. (January, 2005)

Assessment Tip Sheet 11 (PDF)

Tip 12: Deliberately Omitted

Tip 13: Designing Departmental Assessment Plans

Guidelines for developing an assessment plan, including a discussion of direct and indirect measures of student learning. (February, 2006)

Assessment Tip Sheet 13 (PDF)

Tip 14: Indirect Assessment Measures

Discussion of the advantages and disadvantages of indirect measures in an assessment plan. (February, 2006)

Assessment Tip Sheet 14 (PDF)

Tip 15: Where do We Stand on Assessment Planning

Review of work required related to assessment, development and assessment of ALCs, and the Quality Enhancement Plan. (February, 2006)

Assessment Tip Sheet 15 (PDF)

Tip 16: Academic Foundations

Description of the Academic Foundations model for the assessment of the General Studies curriculum. (March, 2006)

Assessment Tip Sheet 16 (PDF)

Tip 17: Update on the Status of Assessments at UWF and Plans for 2006-2007

Overview of departmental obligations related to the assessment of General Studies (using the Academic Foundations model). Review of plans to implement a cycle of assessment of Academic Foundations and graduate programs during the 2006-2007 academic year while continuing the assessment of undergraduate programs. (August, 2006)

Assessment Tip Sheet 17 (PDF)

Tip 18: Assessment of General Studies/Academic Foundations

Review of the Academic Foundations model for the assessment of General Studies. Discussion of embedded assessments, rubrics, and why grades do not provide adequate diagnostic information to be useful for purposes of program assessment. Guidelines on developing a rubric to support assessment work. Guidelines for sampling methods that can be used when dealing with large enrollment programs. (September, 2006)

Assessment Tip Sheet 18 (PDF)

Tip 19: Review of the Academic Foundation Matrix and Student Learning Outcomes

Description of the Academic Foundation matrix of Student Learning Outcomes in four Academic Foundations domains. Includes detailed descriptions of Student Learning Outcomes that will be assessed within each domain. (September, 2006)

Assessment Tip Sheet 19 (PDF)

Tip 20: Assessment of Student Learning in Graduate Programs

Guidelines for the development and format of an Academic Learning Plan for graduate programs, writing Student Learning Outcomes for an ALP, and an example of a rubric that could be used as the basis for development of a rubric for the assessment of theses or internships at the completion of a master’s program. (September, 2006)

Assessment Tip Sheet 20 (PDF)

Tip 21: Creating a Sustainable and Meaningful Process of Assessment

This Tip Sheet answers questions about the use of assessment evidence for continuous improvement of educational programs. Information is also provided about the assessment activity that should be included in annual reports. (February, 2007)

Assessment Tip Sheet 21 (PDF)

Tip 22: Calendar for Assessment Activities

Departments need to collect and use assessment data every year. The calendar outlines expected times when assessment data will be collected for each type of educational program (General Studies, undergraduate programs, graduate programs). Expectations for reports of assessment activity in the annual report are also described. (February, 2007)

Assessment Tip Sheet 22 (PDF)

Tip 23: FAQ on Assessment Expectations for Academic Programs, Certificates, and Stand-Alone Minors

Guidelines for writing SLOs and creating curriculum maps for certificate programs and stand-alone minors.  Describes development of 7-year plans for assessment of all SLOs for a program.

Assessment Tip Sheet 23 > (PDF)

Updated: 03/15/18  adm