Assessment Overview

Reporting Compliance Criteria	Score (1=YES 0=NO)
SLOs: Report on 20% or more of the SLOs identified for the program (on track to assess all SLOs within a 5-year period) (All SLOs are listed on the assessment reporting form and numbered. You may also wish to refer to the IE site for the ALC to see a quick list of SLOs.)
Summary: Complete the Summary Sheet tab.
Delivery: Clear description of program delivery (and establish expectations about the need for disaggregation by location/modality).
Reflection: Document faculty engagement and reflection on assessment evidence for program improvement.
CM: Curriculum Map most current is saved in the Google Folders linked to IE website.
Plan: 5-Year Assessment current (not expired) saved in the Google Folders linked to IE website.

Maturity of Assessment (Evidence work represents credible, meaningful, sustained assessment processes)	Score (1=YES 0=NO)
Measures
Align: Description of measures; Measures align with Student Learning Outcome assessed (clearly relevant to the SLO - face validity). At least one SLO must clearly align with the measure.
Direct Measure: At least one measure is a direct measure.
Multiple Measures: Use multiple measures (may be 2 direct measures or a mix of direct and indirect measures) to assess an SLO. Score if at least 1 SLO has multiple measures (all need not have multiple measures).
Reliable & Valid: Explicit efforts to establish reliability and validity of the measure.
Data Collection Processes
Representative sample of work collected. Delivery (Representative sample): Provides information about modalities/locations and other information needed to determine if sample of data accurately represents program delivery.
Disaggregated: Based on modality of program described on Summary Tab, the assessment findings are appropriately disaggregated by modality and/or location.
Students: Reports the number of students who provided assessment data.
Report of Results
Benchmark: Articulates an appropriate benchmark (Articulate desired results. Specifically, benchmark is not below 70%. If benchmark is below 70%, provides a  strong rationale for the lower benchmark.) Must have additional detail, not just the prepopulated 70% meet expectations benchmarked entered by IE on all templates.
Student Results: Report number of students that Met or Exceeded expectations.
Comparison: Comparison of current findings with observations from previous assessments of this SLO (2 or more year comparison).
Results: Summary of USE of results presented in the report or supporting documents (If you cannot find or open supporting docs referred to in report, contact Carolyn Beamer to locate).
Examples: Submit examples of assignments, rubrics, or other assessment instruments to explain how SLOs are assessed.
Interpretation of Assessment Findings
Meeting Date: Document date of faculty meeting when assessment findings were discussed.
Attendance: Report attendance at assessment meeting (Narrative gives names of attendees, number of faculty in attendance, or percentage of faculty attending).
Minutes: Submit minutes for the assessment meeting (Actual minutes as a supporting document).
Decision(s): Decisions made at assessment meeting align with assessment findings (logical relation between decisions and the assessment findings).
Use of Results to Improve Student Learning
Actions align with findings. Clear relation between assessment findings and actions taken to improve student learning on specific SLO(s). Decisions made are logically related to the interpretation of assessment evidence. Use of Results should be "action-oriented." (The department will implement/change ....)
Actions Clearly planned or Implemented: Unambiguous evidence that actions to improve learning have been or will be implemented.
Faculty Engagement
Breadth: Evidence of broad faculty engagement (> 50%) in reflection on and interpretation of the findings. Key indicators: are references to meetings (ex. At the spring departmental retreat; at the assessment meeting, etc.), and documents such as meeting agendas and meeting minutes reflecting a discussion of assessment findings and use of results.  (ex. Departmental level "Making Sense" meeting.) In no clear documentation (e.g., "faculty decided" or "we decided", score as 0).
Communication: Describe how assessment findings and decisions are disseminated/communicated.
To faculty: Dissemination to all faculty (including contingent faculty).
To Stakeholders: Dissemination to relevant stakeholders (students, advisory committee, community partners, etc.)

Evidence of Impact  (Closing the loop from previous year)	Score (1=YES 0=NO)
*Refer to the 5-Year Assessment Plan as appropriate to determine role of current assessment in the cycle for that outcome.
Evaluate Impact: Current assessment evaluated the impact of an initiative implemented, based on previous assessment findings.
Compelling Evidence: Assessment findings provide compelling evidence about the impact of the new initiative (positive or negative).

Student Learning Outcomes (SLOs) describe what students will know, do, and value when they complete a course or program. Well-written SLOs make assessment easier, clarify expectations for students, and ensure programs meet accreditation standards.

SLOs should be:

• Written in clear, measurable language
• Appropriate to the level of the course or degree
• Focused on student learning, not teaching activities
• Written so that anyone outside the discipline can understand them

SLOs are not:

• Course goals
• Course descriptions
• Lists of topics
• Teaching methods or activities
• Schedules or processes

SLOs describe observable student performance.

The SMART Model for Writing SLOs:

SMART Element	What it Means for SLOs
Specific	Clearly state what the student will know or be able to do.
Measurable	Use action verbs that can be observed or evaluated.
Appropriate	Match the developmental level (undergrad, master’s, doctoral).
Relevant	Align with program, discipline, and university goals.
Time-Specific	Fit the course’s place in the curriculum or the degree level.

Use Action Verbs (Bloom's Taxonomy):

Strong SLOs use verbs that show observable learning such as:

Analyze · Evaluate · Design · Synthesize · Construct · Apply · Defend · Interpret · Critique

These verbs support direct assessment because they describe visible student work.

How Many SLOs:

• Courses: Typically 3–6 SLOs
• Degree Programs: At least one SLO in each required domain area
• Certificates/Minors: 1–5 SLOs

Quality matters more than quantity. A few well-written, rigorous SLOs are better than many vague ones.

What Makes Graduate-Level SLOs Different:

Graduate SLOs must reflect advanced rigor, independent thinking, and research or professional practice.

They should describe learning that goes beyond undergraduate expectations and includes:

• Advanced knowledge of the discipline’s literature
• Independent research or professional practice
• Ethical responsibility in the field
• Leadership potential
• Original thinking (especially at the doctoral level)

Examples of Graduate-Level Language:

• Synthesize existing knowledge
• Critically evaluate research
• Apply advanced research methodologies
• Communicate in discipline-appropriate ways
• Develop original concepts or methodologies (doctoral)
• Make a contribution to the field

Writing SLOs That Are Easy to Assess:

Good SLOs naturally suggest how they will be measured because they describe student work products or performances.

Ask yourself:

“What would a student have to produce for me to know they achieved this?”

If you can’t answer that, the SLO is likely too vague.

Final Checklist Before You Finish:

Your SLO is ready if:

• It uses an observable action verb
• It describes student performance, not instruction
• It matches the course or degree level
• Someone outside your discipline can understand it
• You can clearly picture how you would assess it

Why This Matters:

Departments must assess every SLO and use the results for continuous improvement over time. Clear, measurable SLOs make this process far easier and more meaningful.