Program Assessment
Reporting Expectations
Program-level student learning outcomes assessment reporting is on a two – three year cycle which allows us to document and demonstrate URI’s commitment to uncovering ways to improve by understanding student learning and achievement: knowing what URI students know and can demonstrate. Programs are assigned to one of two reporting groups: Cohort I (even years) or Cohort II (odd years). The cohort list provides a quick reference for the timeline for program reporting due dates. All reports are due at graduation per the faculty contract.
Quick Tip: Criteria and Guidelines for A Well Developed Program Assessment Report
Reporting by Program Type
- Accredited Programs*:
– Accredited Program Reporting Template
– An updated Curriculum Map - Non-accredited Programs*:
– Non-Accredited Program Reporting Template
– An updated Curriculum Map- Unique Reporting Option: *Interim Planning Report
– This option is for 1) non-accredited programs approved to submit an assessment plan in lieu of a report with their cohort. 2) programs who did not complete a report with their cohort the prior year. The plan ensures reporting is on track in upcoming cycles.
– An updated curriculum map is also expected to be submitted with the plan. Prior approval is needed to submit an interim planning report. Email questions/interest to: assess@uri.edu
- Unique Reporting Option: *Interim Planning Report
*Note: Report templates should include the URL that links to the student learning outcomes published on the program website. This is required by NECHE, the University’s regional accreditor.
Faculty Engagement in the Reporting Process
Engaging faculty throughout the program-level assessment process (collecting the assessment data, analyzing, developing conclusions and recommendations, and writing up the report) is critical, particularly when using data/results to implement an intervention or a change to support improved student learning.
- Reviewing and updating the Curriculum Map. (Learn more about curriculum mapping and find examples here.)
- Take time to review the program learning outcomes and the mapping matrix with faculty.
- Determine whether the curriculum design, assignments and activities, and course sequencing provide students moving through your program with sufficient opportunity to be introduced to, practice and master your critical outcomes.
- Update learning outcomes as necessary and be sure the critical courses in the curriculum align with at least 3 of the program-level learning outcomes to contribute to the students opportunity to achieve the outcome.
- Our team is available to facilitate this discussion.
- Reflection about the process of outcomes assessment and the implementation of recommendations made in response to assessment findings from prior reports.
- Disseminate past reports for review and reflection
- Review the recommendations from prior biennial reports
- Address prior recommendations to identify any impact of the change on learning and complete the assessment cycle.
- Incorporate the outcome of this work into the Biennial Report.
Report Review and Feedback
The peer faculty teams use scoring rubrics with criteria that describe a strong assessment process. Their role is to coach programs in the use of assessment methods and tools in conducting assessment activities in order to yield the most valuable information on student learning.
The reviewers do not comment on (nor score) results or data associated with student performance. Reviewer feedback focuses on the processes used to check on student learning.
These scoring rubrics were endorsed by a joint Faculty Senate committee:
Non-accredited Program Assessment Report Feedback Rubric:
– Detailed Scoring Rubric
– Summary Scoring Rubric
Accredited Program Assessment Report Feedback Rubric:
– Summary Scoring Rubric
Interim Program Assessment Report Feedback Rubric:
– Detailed Scoring Rubric
– Summary Scoring Rubric
.
Who are Assessment Peer Reviewers?
Each spring, faculty are invited to become Assessment Faculty Peer Reviewers to serve on an interdisciplinary team trained to provide academic programs with useful feedback on program assessment reports. Following training and the scoring retreat, faculty become Assessment Fellows who are encouraged to serve as mentors to other faculty undertaking program assessment.
Meet the 2024 Assessment Fellows and learn more about their important work.
Applications open each Spring and report reviews occur during the summer. Contact us for information on becoming a Faculty Peer Reviewer at assess@uri.edu.
Need Help?
Contact us: assess@uri.edu