Pre-APR Assessment Review

Starting in Fall 2022, the UAC will use this new process to review the Assessment Plans and Assessment Results for programs going up for APR in three years. Programs Scheduled for APR Review in Fall 2025-Spring 2026 will be reviewed in Fall 2022-Spring 2023.

The three year time window is to provide time for programs to have collected and recorded data in the University Assessment System, as well as to provide sufficient time for the review and for academic programs to be able to use the feedback to improve their courses and programs. 

The UAC uses the APR schedule as the initial schedule.

No! You do not need to submit anything. You do not need to do anything other than what is normally expected. 

It is expected that programs enter assessment data into Improve.   The current assessment information for the existing program and/or courses should be entered into the University Assessment System.

At the end of the process, you will receive a copy of the UAC review. 

This is not an APR review.

This is a narrowly focused review of only course and program assessment and results and the curriculum mapping. 

The UAC will review programs and provide feedback using the Course Mapping, Program Assessment Unit Planning, and Program and Course 4-column reports from the University Assessment System. Programs are encouraged to download these reports themselves on a regular basis to ensure completeness.

The UAC will gather and analyze the data and provide summary documentation to the academic program. Forms and criteria have been developed to guide the UAC in their review. 

At the end of the process, you will receive a copy of the UAC review through your college. 

Aggregated results from these UAC reviews will be provided to the Academic Senate at the end of the Fall and Spring terms.

Four reports can be run from the University Assessment System for the UAC to review program/course assessment data. Theese reports document the Course and Program Assessment Plans, the Course and Program Assessment Results and the Curriculum Mapping. 

1. Program Assessment Unit Planning: contains the program mission, learning outcomes, assessment methods, criteria for success, and course mapping to the PLOs as well as the results.
   
   
2. Program Four Column: contains the PLOs, assessment methods, criteria for success, results, and actions/follow-ups.
   
   
3. Curriculum Mapping: contains a simple table showing how courses map to PLOs.
   
   
4. Course Four Column: contains the CLOs, assessment methods, criteria for success, results, and actions/follow-up.

 Program Assessment Plans consist of:

1. Learning Outcomes
2. Assessment Methods to Be Used  
3. Criterion for Success
4. Assessment Schedule 

Program Assessment Results consist of:

1. Results
2. Action
3. Follow-Up    

These three areas are evaluated as 'Good', 'Fair', and 'Poor', in order to provide academic programs with more detailed feedback. Narrative and summary feedback will be provided when needed. 

Program Assessment Results include:

Results:

The result from the assessment should be fully documented in the University Assessment System including the percentage or number of students meeting the outcome and the total number of students assessed. The criterion for success should be identified as “Met” or “Unmet” in the University Assessment System. The program learning outcomes should be assessed and documented in a timely manner, according to the assessment schedule documented in the program assessment plan.

Action:

Based on the assessment results, the program should indicate if action is required for continuous improvement. No action is needed if the program learning outcome is met. If the outcome is not met, the action to be taken should be described. In addition, the following should be documented: describe or identify the specific factors and issues that may have led to not meeting the criterion for success; identify the person(s) responsible for this action, when this action will be taken, and when the program learning outcome is to be reassessed. .

Follow-Up:

Programs should document the specific action that was taken or if the action was not taken. If the action was not taken, document the reasons or alternative actions that were taken. Programs should also document the impact the action had on the program learning outcome when it was reassessed. If additional action is to be taken, identify the action, the person(s) responsible for this action, when this action will be taken, and when the program learning outcome is to be reassessed.

Program Assessment Plans and Results Criteria

You will notice that the criteria are quite similar to the criteria used with new program proposals. 

Program Learning Outcomes

• Program learning outcomes are relevant and in line with program, school, college, and University mission, goals and/or objectives.
• Program learning outcomes are specific, measurable, and achievable.
• Program learning outcomes are clearly stated and written from the student’s perspective without unnecessary technical jargon.

Assessment Methods

• Assessment methods are aligned with the program learning outcomes.
• Assessment methods are specific and appropriate to measure the program learning outcomes.
• Each program learning outcome will identify at least one “direct” method of assessment.

Criterion for Success

• Clearly defined criterion and thresholds are defined and provided for each assessment method and program learning outcome.
• The criterion is achievable and appropriate for each program learning outcome.
• The threshold levels for each criterion are purposeful and meaningful and use of general terms to describe results such as high, medium, low, are defined.

Assessment Schedule

• Identify the timeline when each program learning outcome is assessed.
• A rotational schedule is provided for when the entire set of program outcomes will be assessed.
• Program learning outcomes are assessed and documented every three years. 

Results

• The criterion for success is identified as “Met” or “Unmet” in the University Assessment System.
• The result from the assessment is fully documented in the University Assessment System including the percentage or number of students meeting the outcome and the total number of students assessed.
• The program is assessed and documented in a timely manner, according to the schedule in the program assessment plan.

Action

• Indicate no action to be taken if the outcome is met. If the outcome is not met, describe the action that is to be taken.
• Identify the person(s) responsible for this action, when this action will be taken, and when the outcome is to be reassessed.
• If the outcome is not met, describe or identify the specific factors and issues that may have led to not meeting the criterion for success.

Follow-up

• Document the specific action that was taken or if the action was not taken.
  If the action was not taken, document the reasons or alternative actions that were taken.
• Document the impact the action had on the program learning outcome when it was reassessed.
• If additional action is to be taken, identify the action, and the person(s) responsible for this action
• If additional action is to be taken, identify when this action will be taken, and when the outcome is to be reassessed. (i.e.., yearly)
• When the program outcome is reassessed, document the results were positive or review and modify follow-up plan.
• Described any adjustments planned or implemented in response to the results.

Course Assessment Results include:

Results:

The result from the assessment should be fully documented in the University Assessment System including the percentage or number of students meeting the outcome and the total number of students assessed. The criterion for success should be identified as “Met” or “Unmet” in the University Assessment System. The course should be assessed and documented in a timely manner, according to the schedule in the course assessment plan.

Action:

Based on the assessment results, the program should indicate if action is required for continuous improvement. No action is needed if the course learning outcome is met. If the outcome is not met, the action to be taken should be described. In addition, the following should be documented: describe or identify the specific factors and issues that may have led to not meeting the criterion for success; identify the person(s) responsible for this action, when this action will be taken, and when the course learning outcome is to be reassessed.

Follow-up:

Programs should document the specific action that was taken or if the action was not taken. If the action was not taken, document the reasons or alternative actions that were taken. Programs should also document the impact the action had on the program learning outcome when it was reassessed. If additional action is to be taken, identify the action, the person(s) responsible for this action, when this action will be taken, and when the course learning outcome is to be reassessed. 

Course Assessment Plans and Results Criteria

You will notice that the criteria are quite similar to the criteria used with new course proposals.

Course Learning Outcomes

• Course learning outcomes are relevant and in line with the course description and program outcomes.
• Course learning outcomes are specific, measurable, and achievable.
• Course learning outcomes are reasonable for the level and difficulty of the course.
• Course learning outcomes are clearly stated and written from the student’s perspective without unnecessary technical jargon.

Assessment Methods

• Assessment methods are aligned with the learning outcomes.
• Assessment methods are specific and appropriate to measure the learning outcomes.
• Each course learning outcome will identify at least one “direct” method of assessment.
• Include at least two assessment methods for each course learning outcome.
• Criterion for Success
• Clearly defined criterion and thresholds are defined and provided for each assessment method and course learning outcome.
• The criterion is achievable and appropriate for each course learning outcome.
• The threshold levels for each criterion are purposeful and meaningful and use of general terms to describe results such as high, medium, low, are defined.

Assessment Schedule

• Identify the timeline when each course learning outcome is assessed.
• A rotational schedule is provided for when the entire set of course outcomes will be assessed.
• Course assessment is fully documented every 2 – 3 years. 

Results

• The criterion for success is identified as “Met” or “Unmet” in the University Assessment System.
• The result from the course assessment is fully documented in the University Assessment System including the percentage or number of students meeting the outcome and the total number of students assessed.
• The course is assessed and documented in a timely manner, according to the assessment schedule documented in the course assessment plan.

Action

• Indicate no action to be taken if the outcome is met. If the course outcome is not met, describe the action that is to be taken.
• Identify the person(s) responsible for this action, when this action will be taken, and when the course outcome is to be reassessed.
• If the course outcome is not met, describe or identify the specific factors and issues that may have led to not meeting the criterion for success.

Follow-Up

• Document the specific action that was taken or if the action was not taken.
• If the action was not taken, document the reasons or alternative actions that were taken.
• Document the impact the action had on the course learning outcome when it was reassessed.
• If additional action is to be taken, identify the action, and the person(s) responsible for this action.
• If additional action is to be taken, identify when this action will be taken, and when the outcome is to be reassessed. (i.e., yearly)
• When the course outcome is reassessed, document the results were positive or review and modify follow-up plan.
• Described any adjustments planned or implemented in response to the results.

Curriculum Mapping Results - Criteria

The criteria guidelines are used to help review if these criteria are met or not met.  

Required Courses

• List of all courses and required learning experiences that all students complete for the program and are documented in the official program “checksheets.”

Curriculum Mapping

• All program learning outcomes are mapped to one or more required courses and/or required learning experiences.
• All required courses and learning experiences are mapped to at least one program learning outcome in the University Assessment System.
• Documents the level of how the course or learning experience contributes to each learning outcome when the course is used for initial introduction, reinforcement, or “mastery” in the University Assessment System.
• Mapping of course progression, as well as the introduction, reinforcement and mastery of learning outcomes, is distributed across courses throughout the program.
• Curriculum mapping identifies a course learning outcome from the course that is directly mapped to the program learning outcome.

Assessment

• The curriculum mapping indicates which course(s) are used for the collection and reporting of assessment data (“A”) for each program outcome.
• Integrate assessment data from multiple courses and/or learning experiences for program assessment.

The UAC is available to help programs with their assessment plans. Although the UAC will not enter your data into the University Assessment System, academic programs can request assistance and/or feedback with their assessment plans prior to submission to the UCC, as they are getting ready for APR, or upon obtaining the results of their APR.

Programs should contact [email protected] for a consultation and to discuss the available options.