Course Assessment

Enter the Course Assessment Plan 

Add all course Learning Outcomes from the master syllabus. If the master syllabus does not contain course learning outcomes, the course should be updated via Curriculum. Note: courses will not likely have Success Outcomes. 

After adding outcomes, you can then add a learning outcome measure to the outcome from this page.  

Measures can be edited, revised, removed, or deleted. While you can edit a measure definition between assessment years, the edits will impact all years in which the measure is used.  

Completing an Assessment Plan 

Once data is collected, the Lead can enter results, document findings, and identify next actions in the assessment report. 

Entry of measure results may be done by: 

• Attaching files  
  • Be sure to summarize the data in the file 
  • Files must not include personally identifiable student information 
• Entering counts directly 
• Pulling rubric results in Pilot (rubric must be built in Pilot Dropbox and not in Gradebook) 
• Pulling data from Student Learning & Licensure 

When documenting the findings of a measure, it is important to not simply restate the results. You should ask how the results of this measure reflect the measured result of student learning. Individuals should ask what the data is telling them about the measure being analyzed. Qualitative and observational data can also be included in the analysis. For example: 

• What factors contribute to students meeting this measurement? 
• Where within the course did students most struggle with the content?  
• Where was content duplicative from other courses within the curriculum? Is this course meant to reinforce concepts learned earlier in the program? If so, how did content build on prior student knowledge? If not, consider reviewing the full program curriculum for proper course sequencing. 
• What factors constrained student success in the course? 
• Are there any gaps by relevant groups in the course (see PowerBI Course DFW report)? 
• How do the results compare across: 
  • Prior terms/years? Is any difference a blip or a trend? 
  • Delivery modalities (face-to-face, online, hybrid)? 
  • Instructor status (FT vs. Adjunct)? 
  • Campuses? 

Identify and record any actions identified from your analysis of the measurement. 

After considering the results of the measure, conclude student achievement of the learning outcome. Are students reaching the expected level of achievement for all measures for the outcome? Write your conclusions, incorporating both quantitative and qualitative data from above.

Guiding questions to assess the outcome include: 

• Learning Outcomes 
  • Are the learning outcomes clear and focused? 
  • Are the learning outcomes measurable? 
  • Do the course learning outcomes make sense within the academic program? 
• Curriculum 
  • Is the course mapped appropriately within the program curriculum? Do instructors know where the course is mapped within the curriculum? 
  • Should courses have more uniformity across sections (assessment measures, topic schedule, etc.)?  
  • Are the outcomes being met across all locations/modalities? 
• Course Design 
  • Is the amount of content and assessments appropriate for the course level? 
  • Is there appropriate alignment from outcomes to objectives to learning experiences to assessments? 
  • Do instructional materials and tools contribute to students achieving the stated outcomes? 
  • Are the learning activities and pedagogy focused on supporting students in achieving the stated course learning outcomes? 
  • Do assessments align with and measure the learning outcomes at the appropriate level?  

When the assessment results are entered, the measure and outcome are analyzed, and any next actions are identified and documented, you are ready to submit the plan via the Submit & Review button in the top right of the screen. After reviewing the draft, click Submit one final time.