Components of an Effective Outcomes-Based Assessment Plan and Report
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The learning outcome is identifiable, not necessarily countable.
The ______________ is a means to set expectations within the division about when different learning outcomes will be assessed.
The organization has the means to deliver and evaluate the intended outcome.
An essential process to demonstrate how well student affairs- practitioners contribute to student learning and development.
______________are typically known to be broad statements that can often be incorporated as part of the strategic plan for the division.
Your role is to ______________ how well your programs that are designed to engage students are actually engaging students.
______________
the results of the assessment process allows you to see how well students are achieving the established outcomes for the department or division and how improvement can be made to help students achieve these outcomes.
Down
______________tools that allow practitioners to determine what level of learning is reasonable for the student given the opportunity provided to the learner.
Learning outcome statements should measure learning and development, instead of simply measuring ______________.
______________are very detailed and examine a particular competency that we hope students will accomplish.
Practitioners are better able to focus their programmatic goals, if there is a shared statement of purpose.
There are basically three primary ways to gather assessment data: qualitative, ______________,
or a combination of the two.
The learning outcomes represent a priority for the organization.
Mapping program, activity, and department learning outcomes back to the department, division, and institutional learning goals helps ______________ unit outcomes with important goals of the division and institution.
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