{"id":2024,"date":"2020-12-16T17:00:27","date_gmt":"2020-12-16T22:00:27","guid":{"rendered":"https:\/\/web.uri.edu\/atl-draft\/?page_id=2024"},"modified":"2026-03-04T15:48:12","modified_gmt":"2026-03-04T20:48:12","slug":"assessment-tools","status":"publish","type":"page","link":"https:\/\/web.uri.edu\/atl\/assessment\/assessment-tools\/","title":{"rendered":"Assessment Cycle"},"content":{"rendered":"\n<h1 class=\"wp-block-heading\">Program Assessment<\/h1>\n\n\n<section class=\"cl-wrapper cl-menu-wrapper\"><nav id=\"\" class=\"cl-menu  \" data-name=\"program-assessment\" data-show-title=\"0\"><ul id=\"menu-assessment-process\" class=\"cl-menu-list cl-menu-list-no-js\"><li id=\"menu-item-4159\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4159\"><a href=\"https:\/\/web.uri.edu\/atl\/assessment\/assessment-tools\/\">Assessment Process<\/a><\/li>\n<li id=\"menu-item-4162\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4162\"><a href=\"https:\/\/web.uri.edu\/atl\/assessment\/reporting\/\">Reporting<\/a><\/li>\n<li id=\"menu-item-4165\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4165\"><a href=\"https:\/\/web.uri.edu\/atl\/assessment\/initiatives\/\">Faculty Resources<\/a><\/li>\n<li id=\"menu-item-4168\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4168\"><a href=\"https:\/\/web.uri.edu\/atl\/assessment\/newprograms\/\">New Programs<\/a><\/li>\n<\/ul><\/nav><\/section>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:67%\">\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Program Assessment Cycle<\/h2>\n\n\n\n<p><em>Contact us: <a href=\"mailto:assess@uri.edu\">assess@uri.edu<\/a><\/em><\/p>\n\n\n\n<p>Meaningful program assessment follows an intentional and reflective process of design, implementation, evaluation, and reflection and revision. The following tools and resources are intended to support each stage of the program assessment cycle.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"940\" height=\"791\" src=\"https:\/\/web.uri.edu\/wp-content\/uploads\/sites\/1970\/ProgAsstCycle.jpg\" alt=\"The Program Assessment Cycle: Closing the Loop on Student Learning progresses from outcomes to identifying student work, collecting and scoring evidence, analyzing and interpreting results, drawing conclusions, solicit feedback, and using data to inform future activities.\" class=\"wp-image-10086\" style=\"width:553px;height:465px\" srcset=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/ProgAsstCycle.jpg 940w, https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/ProgAsstCycle-300x252.jpg 300w, https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/ProgAsstCycle-768x646.jpg 768w, https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/ProgAsstCycle-364x306.jpg 364w, https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/ProgAsstCycle-500x421.jpg 500w\" sizes=\"auto, (max-width: 940px) 100vw, 940px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33%\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\"><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Jump to <\/h2>\n\n\n<a class=\"cl-button  block-level prominent\" href=\"https:\/\/web.uri.edu\/atl\/assessment\/assessment-tools\/#outcomes\" title=\"\">Program Outcomes<\/a>\n\n<a class=\"cl-button  block-level prominent\" href=\"https:\/\/web.uri.edu\/atl\/assessment\/assessment-tools\/#evidence\" title=\"\">Evidence of student learning<\/a>\n\n<a class=\"cl-button  block-level prominent\" href=\"https:\/\/web.uri.edu\/atl\/assessment\/assessment-tools\/#data\" title=\"\">collect &amp; analyze<\/a>\n\n<a class=\"cl-button   prominent\" href=\"https:\/\/web.uri.edu\/atl\/assessment\/assessment-tools\/#actions\" title=\"\">interpret &amp; report<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"outcomes\">Program Outcomes<\/h2>\n\n\n\n<p>The assessment cycle begins with program faculty coming together to consider their program goals and student learning outcomes and to identify a research question about student learning.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Program goals<\/strong> are statements that identify the concepts and skills that students in your program should attain by the time they graduate, and should align with the mission of your department, your college, and the University.<\/li>\n\n\n\n<li><strong>Program learning outcomes<\/strong> are concrete descriptions of what students in your program should know and be able to do when they have completed or participated in an assignment, activity, and\/or project. They should be specific and measurable, and they should correspond to your program goals. <\/li>\n<\/ul>\n\n\n\n<p>All programs at URI are expected to post their program outcomes on their website* as doing so has been shown to improve student motivation and engagement, provides them a language to communicate what they have learned to others, and helps them practice metacognition (being aware of and understanding one\u2019s own thought processes).<br><sub><strong>*<em>Per the <a href=\"https:\/\/web.uri.edu\/wp-content\/uploads\/sites\/1970\/LOOC_Policies_Approved_By_FS_2010.pdf\" data-type=\"URL\" data-id=\"https:\/\/web.uri.edu\/wp-content\/uploads\/sites\/1970\/LOOC_Policies_Approved_By_FS_2010.pdf\">program assessment policy<\/a> endorsed and ratified by URI&#8217;s Facu<\/em><\/strong><\/sub><strong><em><sub>lty Senate in April 2010; revised 2024 (<a href=\"https:\/\/web.uri.edu\/manual\/chapter-8\/chapter-8-5\/\">University Manual<\/a>)<\/sub><\/em><\/strong>.<\/p>\n\n\n<div class=\"cl-tiles fourths equal-height\"><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card  \" href=\"https:\/\/web.uri.edu\/atl\/writing-learning-outcomes\/\" title=\"\"><div class=\"cl-card-container media\"><img decoding=\"async\" src=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/jenny-le-aNoW1UZnXEo-unsplash.jpg\" srcset=\"\" alt=\"\"><\/div><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Defining Learning Outcomes<\/h2><p>Walk through the four core steps of writing learning outcomes.<\/p><\/div><\/div><\/a><\/div><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card  \" href=\"https:\/\/web.uri.edu\/atl\/sample-outcomes\/\" title=\"\"><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Developing Learning Outcome Statements and Learning Questions<\/h2><p>Examples of strong outcomes and ones with common errors in specificity and measurability.<\/p><\/div><\/div><\/a><\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"evidence\">Identify Evidence of Student Learning<\/h2>\n\n\n\n<p>After articulating clear program outcomes and a research question, the next step is to determine in what ways required courses contribute to student learning. Each required course in the curriculum should be linked to at least one program outcome. Collaboratively creating a curriculum map will also help faculty determine which required courses are likely to provide the most appropriate evidence of student learning.<\/p>\n\n\n<div class=\"cl-tiles fourths equal-height\"><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card  \" href=\"https:\/\/web.uri.edu\/atl\/curriculum-map\/\" title=\"\"><div class=\"cl-card-container media\"><img decoding=\"async\" src=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/blue-arrow.jpg\" srcset=\"\" alt=\"\"><\/div><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Curriculum Map<\/h2><p>Learn more about the curriculum mapping process. Examples and templates available.<\/p><\/div><\/div><\/a><\/div><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card  \" href=\"https:\/\/web.uri.edu\/atl\/sample-curriculum-maps\/\" title=\"\"><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Sample Curriculum Maps<\/h2><p>The Curriculum Map template and examples from undergraduate programs.<\/p><\/div><\/div><\/a><\/div><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card  \" href=\"https:\/\/web.uri.edu\/atl\/types-of-evidence\/\" title=\"\"><div class=\"cl-card-container media\"><img decoding=\"async\" src=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/clay-banks-aq9G80Hm8mU-unsplash.jpg\" srcset=\"\" alt=\"\"><\/div><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Types of Evidence<\/h2><p>Assessment relies of direct evidence and can benefit from indirect evidence. What are those two types and where can you find them?<\/p><\/div><\/div><\/a><\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"data\"><strong>Collect, Score, and Analyze Evidence<\/strong><\/h2>\n\n\n\n<p>After identifying the \u201cevidence\u201d of student learning (projects, papers, performances, presentations, etc.), noting which courses provide that evidence, the process of collecting and analyzing student data begins. When thinking about sampling student work, or how many pieces of work to score, it is important to consider how 1)representative and 2) generalizable the sample will be for conclusions to be made about the program\/students\/learning. A small sample (e.g., 10-20 students\/student work) will need to include all students, and a large sample size (e.g., 150) could suffice with a random sample around 20% of students may be enough.&nbsp; The <em>best<\/em> sample is achieved by looking at all students completing a learning experience to reduce margin of error or bias within the sample and have results which can be disaggregated to look for any underlying patterns (e.g., populations of students doing less well in specific areas). That is also why it is important to have solid time sample as well.<\/p>\n\n\n\n<p>A well-constructed course-level grading schema provides insight into your individual students\u2019 success, so the burden of program assessment<sup>1<\/sup> is in the <em>extra<\/em> work of folding student achievement into a broader analysis of student learning <em>across<\/em> students in a program using objective authentic assessment. Samples of, or sampling, student work may save considerable time and still be valuable &#8211; &#8211; <em><u>if<\/u><\/em> the sample is sufficiently large <em><u>and<\/u><\/em> representative in order to yield useful, generalizable evidence of student learning.<\/p>\n\n\n\n<p>Analysis starts with setting an expected level of student achievement for each program outcome examined. Scoring assignments such as projects, papers, performances or presentations can be complex. A scoring guide or rubric provides an excellent option to ensure consistency in assignment design <em>and<\/em> scoring across multiple faculty members or courses\/sections. Analysis compares expected to actual levels of achievement to identify strengths and weaknesses.<\/p>\n\n\n\n<pre class=\"wp-block-verse\"><sup>1<\/sup>Suskie, L, blog post.<\/pre>\n\n\n\n<h2 class=\"wp-block-heading\">Assessment Resources<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Check out this <a href=\"https:\/\/feedbackfruits.com\/ebook\/assessment-rubrics-in-higher-education-a-collection-of-templates?utm_source=social&amp;utm_medium=pod&amp;utm_campaign=aue\">downloadable ebook<\/a> to see and learn how to design authentic rubric templates for effective and scalable assessment.<\/li>\n\n\n\n<li>Developing scoring tools and rubrics takes careful consideration and reflection on what is observable in student work that indicates level of achievement of outcomes. The Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics are a validated association of Colleges and Universities (<a href=\"https:\/\/www.aacu.org\/\">AAC&amp;U<\/a>). Click here to learn more.<\/li>\n<\/ul>\n\n\n<div class=\"cl-tiles fourths equal-height\"><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card  \" href=\"https:\/\/web.uri.edu\/atl\/scoring-support\/\" title=\"\"><div class=\"cl-card-container media\"><img decoding=\"async\" src=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/baseball-1048669_1280.jpg\" srcset=\"\" alt=\"\"><\/div><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Scoring Support<\/h2><p>Examples and resources for developing scoring tools and rubrics for outcome assessment.<\/p><\/div><\/div><\/a><\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"actions\">Interpreting Results and Determining Actions<\/h2>\n\n\n\n<p>To close the loop on student learning, the department then summarizes the findings, interprets the analysis, draws conclusions and makes recommendations for change, including a timeframe for implementing these changes. This forms the basis of a <a href=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/Criteria-and-Guidelines-for-A-Well-Developed-Program-Assessment-Report-9.27.23-1.pdf\" data-type=\"URL\" data-id=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/Criteria-and-Guidelines-for-A-Well-Developed-Program-Assessment-Report-9.27.23-1.pdf\">Well-Developed Program Assessment Report<\/a> (PDF). See the <a href=\"https:\/\/web.uri.edu\/atl\/assessment\/reporting\/\">Reporting <\/a>page for more details about reporting expectations and to find the report templates for academic programs. If your program runs into unexpected delays in reporting, please email email assess@uri.edu.<\/p>\n\n\n\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"how-to\">Assessment Support<\/h2>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card   left\" href=\"https:\/\/web.uri.edu\/atl\/about\/staff\/#outcomes-assessment\" title=\"\"><div class=\"cl-card-container media\"><img decoding=\"async\" src=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/pexels-yankrukov-7693707-scaled.jpg\" srcset=\"\" alt=\"\"><\/div><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Outcomes Assessment Team<\/h2><p>Our team of assessment specialists are here to answer questions about reporting, provide individual or departmental consultations on reviewing and writing outcomes, and support your efforts to ensure your students receive the URI education you and they strive to achieve.<br><br> <\/p><\/div><\/div><div class=\"cl-card-container button\">Reach out with questions<\/div><\/a><\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><div class=\"cl-wrapper cl-card-wrapper\"><a class=\"cl-card   left\" href=\"https:\/\/web.uri.edu\/atl\/who\/mentors\/\" title=\"\"><div class=\"cl-card-container media\"><img decoding=\"async\" src=\"https:\/\/web.uri.edu\/atl\/wp-content\/uploads\/sites\/1970\/pexels-rdne-7648047-scaled.jpg\" srcset=\"\" alt=\"Professionals attending a workshop\"><\/div><div class=\"cl-card-container text\"><div class=\"cl-card-text\"><h2>Assessment Fellows<\/h2><p><strong>Need help writing an assessment report?<\/strong>Faculty Assessment Fellows are available to support you and your department\u2019s effort by providing guidance and feedback on ways to strengthen your next assessment report. Contact a Faculty Assessment Fellow for support with your next assessment report.<\/p><\/div><\/div><div class=\"cl-card-container button\">Meet Our Fellows<\/div><\/a><\/div><\/div>\n<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Program Assessment Program Assessment Cycle Contact us: assess@uri.edu Meaningful program assessment follows an intentional and reflective process of design, implementation, evaluation, and reflection and revision. The following tools and resources are intended to support each stage of the program assessment cycle. Jump to Program Outcomes The assessment cycle begins with program faculty coming together to [&hellip;]<\/p>\n","protected":false},"author":4042,"featured_media":0,"parent":26,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-2024","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/pages\/2024","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/users\/4042"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/comments?post=2024"}],"version-history":[{"count":4,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/pages\/2024\/revisions"}],"predecessor-version":[{"id":23595,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/pages\/2024\/revisions\/23595"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/pages\/26"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/media?parent=2024"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}