What are your results? How will you use these findings to make improvements?"

 

Once you have assessment results, the final step in the assessment cycle is identifying how the results will be used, and this will vary based on your findings. 

While there is no set criteria for how to use the data you collect, analyzing, reporting, and discussing assessment results ideally takes place in faculty committees, meetings, retreats, or other collaborative settings.


Reporting Your Results

When compiling your summary assessment report, you may choose an optional template, or craft a summary report on your own. Most important, a complete report should answer the following questions:

What learning outcome did you assess?

What data did you use?

What did you find?

How are you using the findings?


Resources

The following reporting templates are optional, as there is no required format for program-level academic assessment reporting.


Tips & Best Practices

Teachers engaged in discussion

Discussion

Discuss student progress, discuss whether results lived up to expectations, and discuss how the program might be tweaked to improve student learning based on the results. If results from previous years relate to current results, bring them into the discussion to bolster a longitudinal overview of program assessment.


two students studying and laughing in the library

Positive Results

If results suggest that students are achieving the desired learning outcomes, great! Indicate how these results will be used to maintain that level of performance, or to challenge students further.


silhouette of student against NYC skyline

Negative Results

If results are less than desirable, that’s okay. Consider it an opportunity to reevaluate current student learning outcomes (i.e. do they need to be revised? are there too many?), curriculum (i.e. course sequencing, tutoring support), and methods (i.e. was data collected consistently? should new measures be introduced?).

Focus on results that show the greatest weakness and determine what can be addressed now and what might need to be addressed in the future.


Art Professor engaged in critique

Changes

If changes are to be made to the program, include an action plan and timeline for implementing these changes.


Examples

80% of students scored as "proficient" or "highly proficient" on core competencies outlined on the scoring rubric.

Using This Result
Students scoring lower than "proficient" showed weakness in critical thinking. During a faculty committee meeting, it was determined that students need additional research 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.

Using This Result
Hired a full-time student advisor to strengthen existing advising support.


Contact

Diana Leilani Karafin, PhD

Diana Leilani Karafin, PhD
Associate Vice Provost
diana.karafin@nyu.edu


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Additional Resources