The third and final component of the academic assessment process is to use evidence collected on student performance to inform program change. Analyzing, reporting, and discussion assessment results can take place in faculty committees, meetings, retreats, etc.
The purpose of assessment is not to generate exemplary results, but rather to gauge student progress and uncover any areas of improvement within the program.
|Results||Use of Results|
|80% of students scored as "profient" or "highly profient" on core competencies outlined on the scoring rubric. ||Students scoring lower than "proficient" showed weakness in critical thinking. During a faculty committee meeting, it was determined that students need additional resarch and writing support. A series of departmental writing groups will be created for first-year students in the spring.|
|Feedback from exit interviews suggested that students were not receiving adequate advising support.||Hired a full-time student advisor to strengthen existing advising support.|