Assessment is the systematic process of collecting, evaluating, and using information to determine if and how well performance matches expectations. Assessment can help us understand the educational impact of a course or program, and ultimately, use the results to inform meaningful dialogue about how we can improve our practices to support student success.

An Assessment and Learning Improvement Plan can help clarify your goals and lay out how the educational change or intervention aligns with those goals to make change. The following categories and questions can guide the development of an assessment plan for your project.

Statement of the Problem or Concern. What is the problem or need that the project is meant to address? Why is it a problem? Who does it affect–all or some of your students?

Project Goals. What do you want to see happen as the result of your efforts? How will the project bring about change or improvement in learning? In what ways are the goals similar or different at your partner campus? How do the goals align with program, department, and/or institutional goals? Goals should be measurable, realistic, and important to student learning.

Student Learning Outcomes. What do you want students to know and be able to do because of their participation in your program? Learning outcomes can reflect cognitive (thinking), affective (social/emotional/attitudinal), or psychomotor (physical or kinesthetic) domains of learning. How will your project support inclusive learning experiences and outcomes for students?

The Strategy. In what ways will the proposed activities address the problem? How do the elements of the plan support the student learning outcomes? How does the plan align with the course and project goals?

Impact the Change will Have on Students. How do you think students will experience the project? What opportunities will you create for students to reflect on elements of the project and give feedback? In what ways will you engage students in decision-making about the process or outcomes of the activities? How do you plan to encourage student reflection about their own learning?

Assessment Methods. What direct and indirect methods will you use to measure progress towards the goals and learning outcomes? What assessment tools (e.g. rubrics, pre-post tests, feedback surveys) need to be developed or adapted for use? How will data be collected, analyzed, and interpreted? Who will be involved? What additional data, if any, will you need? What is a fair timeline for all of these tasks?