Collecting and scoring student work is only half the work. The other half is making sense of what the data (qualitative or quantitative ) actually means — and deciding what to do about it. This is where assessment becomes useful to your program.
How to read your results
1. Compare results to your benchmark.
Before scoring, your faculty team sets an expected level of achievement — for example, “75% of students should score Proficient or above on critical thinking.” Now compare your actual results to that benchmark. Did students meet it? Exceed it? Fall short?
- If you did not set a benchmark before scoring, set one now based on what your faculty team considers a reasonable expectation — then use it going forward.
2. Look at each rubric dimension separately.
Do not just look at overall scores. Break results down by dimension — students may be strong in one area (e.g., organization) and consistently weak in another (e.g., use of evidence). Dimension-level patterns tell you where there are gaps in the curriculum.
3. Ask “why” before drawing conclusions.
Before deciding what to change, discuss as a faculty team where students are doing well and where they can do better. Is this a curriculum problem? An assignment design problem? A scaffolding problem? Low scores on research methods might mean the outcome is not taught — or it might mean the assignment does not give students a real chance to demonstrate it.
4. Look for patterns — not outliers.
One student scoring very low does not indicate a curriculum problem. A consistent pattern across 30–40% of your sample does. Focus your interpretation on what is happening broadly across students, not on individual cases.
5. Document your conclusions.
Write down what the data shows, what your team thinks it means, and what you are going to do about it. Findings, interpretations, and actions are the core of your assessment report and what peer reviewers will look for.
What your results might look like — and what to do
4 Common Questions
1. What if our results are really bad?
Assessment is meant to surface problems so they can be fixed. Peer reviewers and accreditors are not looking for perfect results; they are looking for evidence that your program is paying attention and responding. Document what you found and what you plan to do about it.
2. What if our results are really good?
Strong results are worth celebrating, but make sure they are accurate and verifiable. Check that your rubric is not too easy, your sample is representative, and faculty scored independently. If results hold up, document what is working and consider shifting your focus to a different outcome next cycle.
3. Do we have to make a major curriculum change based on results?
Not necessarily. Actions can be large (restructuring a course sequence) or small (adding a rubric to an existing assignment, creating a writing workshop). What matters is that the action is intentional, documented, and connected to your findings.
4. What if we disagree about what the results mean?
This is a healthy faculty conversation. Document the disagreement and the reasoning on both sides. Assessment is a collective process, not a single person’s conclusion. If the disagreement is unresolved, it can point you toward what to assess more carefully next cycle.
What do you want to do next?
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