Program Assessment
Reporting
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. “How do we know what students know? Can students demonstrate their learning?” Authentic program assessment leverages learning data to make curricular improvements and support student achievement.
Undergraduate programs are assigned to one of two reporting groups: Cohort I (even years) or Cohort II (odd years). The undergrad cohort list provides a quick reference for the timeline of program reporting due dates. All reports are due at graduation per the faculty contract; extensions are available.
Quick Tip: Criteria and Guidelines for A Well Developed Program Assessment Report (Example: New Assessment Work, Section 1)
Reporting by Program Type:
1. Non-Accredited Programs
*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.
Feedback Rubrics:
2. Accredited Programs
*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.
Feedback Rubric:
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 result of this work into the assessment 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. Assessment report scoring rubrics were endorsed by a joint committee of the Faculty Senate committee:
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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 2025 Assessment Fellows and learn more about their important work. Contact us for information on becoming a Faculty Peer Reviewer at assess@uri.edu.
Continuous Improvement Processes at URI: Outcomes Assessment and Academic Program Review
Academic Program Review, done every six years, is a valuable opportunity for all academic departments to celebrate achievements, shape the future of their academic unit/department, and to ensure lasting impact for students, faculty, and the broader institution and community. Among the many metrics examined, the APR process integrates student learning outcomes assessment as an important index of the program’s impact on student success. Programs are asked to regularly provide evidence student learning at the program level, to identify patterns of strength or weakness, and to implement changes that would improve student learning for the purpose of continual improvement. To learn more about APR at URI, the Joint Committee for Academic Program Review and Outcomes Assessment, and to access the current APR schedule, go here.
Need Help?
Contact us: assess@uri.edu