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The first step is to identify at least one outcome to assess in the coming year.

All existing outcome statements are already embedded in SPOL. Please keep in mind that we follow a three-year assessment cycle; hence, we encourage to plan and schedule assessing all your outcomes in a span of three years.

The second step is to identify appropriate measures (assessment tools/instruments) and describe the ways to assess the identified outcome(s).

Each outcome must be assessed using more than one measure, with at least one being a direct measure. Briefly describe the methods used for each measure and explain how these methods align with the corresponding outcome to be assessed. We encourage programs to use their Curriculum Alignment Matrix (CAM) to identify appropriate courses or activities where student learning outcomes can be measured. This also prompts programs to review their course mapping and make any necessary updates, ensuring alignment between learning outcomes and the curriculum. Please refer to our for ideas and guidance to this process.

The third step is to define the criteria for success and performance target for each measure. 

For each assessment measure, clearly define what constitutes successful performance. This includes specifying the proportion or percentage of students (or respective stakeholders) expected to meet the target outcome, the number of individuals to be served or engaged, or the amount of improvement, completion, or operational enhancement to be achieved. Performance targets should be ambitious yet realistic and grounded in meaningful benchmarks. If a rubric is used, the criteria for each performance level should be clearly outlined to support consistent, objective, and informative evaluation of student learning or service and operational effectiveness.

The fourth step is to summarize your program or unit’s planning process for the current academic/fiscal year.

The planning process should describe who was involved in developing the assessment plan, such as faculty, staff, committees, department chairs, administrative leaders, or other stakeholders. The narrative should also explain how the program or unit selected the outcome(s) to be assessed in the current year. Indicate when these outcomes were last assessed and describe how previous assessment results informed the current plan. Lastly, the plan should detail how your program or unit intends to collect, analyze, and review assessment findings.

The fifth step is to associate the outcome(s) to be assessed with the assessment plan.

Since programs and units are not required to assess all outcomes in a single year, linking the identified outcome(s) for assessment in SPOL each year helps the Assessment Team and UAC determine which outcome(s) to review.

The last step is to approve and submit the assessment plan.

To complete and help us track our submission process, the program or unit’s assigned Assessment Coordinator is expected to submit the assessment plan in SPOL.

The first step is to report the findings or results. 

The findings section should clearly state whether each assessment criterion was met, exceeded, or not met. The results must be presented objectively and supported by quantifiable data such as percentages, averages, or counts, without assumptions, interpretations, or proposed actions. Clarity and precision are essential to ensure that the data stand on their own before any further analysis or conclusions are drawn.

The second step is to analyze the outcome assessment results.

Programs and units should provide a comprehensive evaluation of overall performance for each assessed outcome. Rather than analyzing each measure in isolation, results from multiple sources should be synthesized to present a holistic view of student achievement or service effectiveness. The analysis should include thoughtful reflection on the data, highlighting strengths and areas for improvement in student performance or in service and operational outcomes. Referencing historical data or identifying performance trends over time is encouraged, as this supports informed decision-making and continuous improvement. Additionally, insights gained from qualitative observations or faculty and staff discussions may be included to strengthen the analysis.

The third step is to explain how the results are used to inform improvements in program, services, or operations.

A change is only considered an improvement when programs and units can clearly demonstrate a positive impact on student learning or on program, service, or operational effectiveness. Describe the changes that will be made in response to assessment findings, how successes will be recognized, and how data informed decision-making. Provide evidence of ongoing efforts to enhance student learning or service/operational quality, and outline any actions taken (or planned) to sustain or improve performance in relation to the assessed outcome.

The fourth step is to summarize the program reporting process for the past academic/fiscal year.

The reporting process should identify who was involved in compiling, analyzing, and submitting the report, including faculty, staff, committees, department chairs, or administrative leaders. The narrative should also describe how results were evaluated and interpreted. Reflect on the impact of any previously implemented changes and explain whether those changes influenced the current year’s results. Finally, the narrative should outline when and how assessment findings and recommendations will be shared with relevant stakeholders and how they will be acted upon.

The fifth step is to associate the assessed outcome(s) with the assessment report.

Since programs and units are not required to assess all outcomes in a single year, linking the identified outcome(s) for assessment in SPOL each year helps the Assessment Team and UAC determine which outcomes to review.

The last step is to approve and submit the assessment report.

To complete and help us track our submission process, the program or unit’s assigned Assessment Coordinator is expected to submit the assessment report in SPOL.