Appendix A – Assessment Planning & Reporting Worksheets

Mission and Outcomes Development Worksheet # 1
Assessment Plan Worksheet # 2
Assessment Report Worksheet #3

Mission and Outcomes/Objectives Development Worksheet #1

			
Unit/Office/Program (1-1)		Assessment Period Covered (1-2)	
			
Submitted by (1-3)		Date Submitted (1-4)	

Institutional Mission (1-5):	
Institutional Mission: Historically diverse, uniquely Micronesian and globally connected, the College of Micronesia-FSM is a continuously improving and student centered institute of higher education. The college is committed to assisting in the development of the Federated States of Micronesia by providing academic, career and technical educational opportunities for student learning.
	
Institutional Strategic Goal Supported (1-6):

Unit/Program Mission Statement (1-7):

Unit/Program Goals (1-8):

Unit/Program Outcomes/Objectives (1-9): 	
Outcome/Objective 1:
Strategies/Action Steps
	
Outcome/Objective 2:
Strategies/Action Steps
	
Outcome/Objective 3:
Strategies/Action Steps
	
Outcome/Objective 4: 
Strategies/Action Steps
	
Outcome (Instructional) Program Review Improvement Outcome (1-10):
	Strategies/Action steps

1-10 Endorsed by:

Supervisor (name)	Title	Date	

Assessment committee 	Date		

Committee with oversight responsibility	Date		

Approved by:			

President	Date		

Mission and Outcomes/Objectives Development Worksheet #1
Directions & Recommendations for Development

#	Directions & Recommendations for Development	
1-1	[Name of Unit/Office/Program] Indicate the appropriate instructional program; administrative or student services office or other administrative unit; or policy area	
1.-2	[Assessment Period Covered] Two year period (see the appendix from the IAP Handbook on Program Assessment & Review Timeline for the timeline for appropriate program area) 	
1-3	[Submitted by] To be submitted by the head of the program, office, etc. to appropriate supervisor and/or committee. Ex: instructional programs should be submitted to curriculum  	
1-4	[Date Submitted] Date of original submission 	
1-5	[Institutional Mission] College’s BOR approved mission statement	
1-6	[Institutional Strategic Goals Supported] Only the strategic goal (s) from the current college strategic plan to directly relate to the program/offices mission and responsibilities	
1-7	[Unit/Program Mission Statement] 
•	Instructional programs 
•	An effective program mission statement should be linked to the College mission statement and be written in a language so that it can be understood by students and parents.  A mission statement might provide:
•	A brief history of the program and describe the philosophy of the program
•	The types of students it serves
•	The type of professional training it provides
•	The relative emphasis on teaching , scholarship , and service 
•	Important characteristics of program graduates.
•	Administrative and student services - First present a philosophical statement related to your units/program/office followed by a listing of the services you provide	
1-8	[Unit/Program Goals] As approved by President through appropriate standing committee (Curriculum Committee for instructional programs; Student Services Committee for Student Services Programs; and Planning and Resources Committee for Administrative and other programs)
•	Instructional programs 
o	Program goals are broad statements concerning knowledge, skills, or values that faculty expects graduating students to achieve.  They describe general expectations for students, and they should be linked to the program mission.
o	Also see Appendix B in the IAP Handbook for additional suggestions
•	Administrative and students services see the section of the handbook for administrative and student services.  Some key points:
o	Can the goals be related to student learning and success?
o	Do the goals reflect institutional/department priorities?
o	Are the goals SMART (specific, measurable, achievement, realistic and time bound)?	
1-9	[Unit/Program Outcomes/Objectives]
•	Instructional programs 
o	See IAP handbook appendix B for details on developing program learning outcomes. 
o	Strategies - key points:
•	Do the improvement strategies represent best practices?
•	Do the improvement strategies represent previous assessment/evaluation findings and recommendations?
•	Administrative and students services see the section of the handbook for administrative and student services)
o	At least one objective is recommended to address college wide improvement needs in the service area
o	At least one objective is recommended relate to immediate improvement needs of the office or service area or address needs of the specific site 
o	Some key points:
o	Can the objectives be related to student learning and success?
o	Do the objectives reflect institutional/department priorities?
o	Strategies - key points:
•	Do the improvement strategies represent best practices?
•	Do the improvement strategies represent previous assessment/evaluation findings and recommendations?	
1-10	[Outcome (Instructional) Program Review Improvement Outcome] 
Outcome resulting from program review (Instructional).  Ex. A program that is experiencing low enrollment or retention may develop an outcome to improve program enrollment levels through improved marketing.  A program with low retention, progression or persistence levels may seek to improve those rates through specific strategies designed to keep student in school. 	

Review, endorsement and approval process

1.	Improvement plans are developed by the appropriate unit/office/program/campus/vice president etc. and submitted to their immediate supervisor for endorsement to the assessment committee.  The supervisor should follow the Worksheet # 1 checklist in his/her review of the improvement plan.  
2.	The assessment committee reviews the improvement plan to ensure it complies with quality standards for development of improvement plans across different departments, programs and campuses.  The assessment committee does not review the improvement plan for actual content.  The assessment committee endorses the improvement plan to the appropriate oversight committee for the program or returns the improvement for modification and improvement.
3.	The appropriate oversight committee reviews the improvement plan for both format and content and either endorse the improvement plan to the President for approval or returns it for modification and improvement.
4.	The President either approves the improvement plan or returns it to the appropriate committee for modification and improvement.   

Assessment Plan Worksheet #2

			
Unit/Office/Program (2-1)		Assessment Period Covered (2-2)	
(   ) Formative Assessment (2-3)			
(    ) Summative Assessment (2-4)		Submitted by & Date Submitted (2-5)
	
		Endorsed by (2-5a)	

Institutional Mission/Strategic Goal (2-6):	
Mission: Historically diverse, uniquely Micronesian and globally connected, the College of Micronesia-FSM is a continuously improving and student centered institute of higher education. The college is committed to assisting in the development of the Federated States of Micronesia by providing academic, career and technical educational opportunities for student learning.	
Strategic Goal (which strategic goal(s) most support the services being provided) (2-7):

Unit/Program Mission Statement (2-8):

Unit/Program Goals (2-9):

Unit/Program Outcomes/Objectives (2-10): 	

Evaluation questions (2-11)	Data sources (2-12)	Sampling (2-13)	Analysis (2-14)	

				

Timeline (2-15)

Activity (2-16)	Who is Responsible? (2-17)	Date (2-18)	

			

Comments (2-19):

Assessment Plan Worksheet #2
Directions & Recommendations for Development

#	Directions & Recommendations for Development	
2-1	[Name of Unit/Office/Program]	
2-2	[Assessment Period Covered] This refers to either section 2-3 & 2-4 and is a one year period	
2-3	[Formative Assessment] refers to if the program/project activities are being implemented as designed – this occurs during the first year of the college’s two year assessment cycle	
2-4	[Summative Assessment] refers to if the desired outcomes/objectives were met – this occurs during the second year of the college’s two year assessment cycle	
2-5	[Submitted by & Date Submitted] refers to the date submitted to the assessment committee and should be submitted by the program/office head	
2-6	[Institutional Mission] College’s BOR approved mission statement same as 1-5	
2-7	[Institutional Strategic Goals Supported] Only the strategic goal (s) from the current college strategic plan to directly relate to the program/offices mission and responsibilities – same as 1-6	
2-8	[Unit/Program Mission Statement] As approved by President through appropriate standing committee (Curriculum Committee for instructional programs; Student Services Committee for Student Services Programs; and Planning and Resources Committee for Administrative and other programs) – same as 1-7
•	Instructional programs see Appendix B from the IAP Handbook
•	Administrative and student services - First present a philosophical statement related to your units/program/office followed by a listing of the services you provided)	
2-9	[Unit/Program Goals] As approved by President through appropriate standing committee (Curriculum Committee for instructional programs; Student Services Committee for Student Services Programs; and Planning and Resources Committee for Administrative and other programs) – same as 1-8
•	Instructional programs see Appendix B in the IAP Handbook for suggestions on developing program goals
•	Administrative and students services see the section of the handbook for administrative and student services	
2-10	[Unit/Program Outcomes/Objectives] Same as 1-9
•	Instructional programs see Appendix B in the IAP Handbook for suggestions
o	Strategies - key points:
•	Do the improvement strategies represent best practices?
•	Do the improvement strategies represent previous assessment/evaluation findings and recommendations?
•	Administrative and students services see the section of the handbook for administrative and student services)
o	At least one objective is recommended to address college wide improvement needs in the service area
o	At least one objective can relate to immediate improvement needs of the office or service area or address needs of the specific site 
o	Some key points:
o	Can the objectives be related to student learning and success?
o	Do the objectives reflect institutional/department priorities?
o	Strategies - key points:
•	Do the improvement strategies represent best practices?
•	Do the improvement strategies represent previous assessment/evaluation findings and recommendations?	
2-11
2-12
2-13
2-14	[Evaluation Questions] See “Appendix C – Development Evaluation Questions” in the IAP Handbook for information on developing evaluation questions – evaluation questions respond directly the stated program/office outcome/objective
[Data Sources] Indicate the data sources that will allow answering the evaluation questions (note this should not be considered a laundry listing of data sources, but critical data needed to determine if the stated outcome or objective is met.  Data should be collected (and in many cases analyzed) throughout the assessment period. Examples: Surveys, interviews, classroom observations, test instruments, rubrics, administrative records, etc. Make sure that the data sources (including method of collection) are of sufficient quality to assist in answering the evaluation question.  
[Analysis] How will the data sources be analyzed – what techniques will allow useful information to be obtained from the data sources.  Examples: descriptive statistics, HLM, content analysis, cohort analysis, inferential statistics, etc.  Are the analysis techniques a good fit for the data source?  Are the analysis techniques reflecting generally accepted quality standards? 	
2-15
2-16
2-17
2-18	[Timeline] Summary of major activities – often major data collection points
[Activity] Brief description of activity to be undertaken
[Who is Responsible] Who is the lead person responsible for the ensuring the activity takes place
[Date] Date when the activity will take place	
2-19	[Comments] Any general comments related to the assessment plan	

Assessment Report Worksheet #3

Unit/Office/Program (3-1)		Assessment Period Covered (3-2)	
(   ) Formative Assessment (3-3)			
(    ) Summative Assessment (3-4)		Submitted by & Date Submitted (3-5)	
			
		Endorsed by: (3-5a)	

Evaluation Question (Use a different form for each evaluation question)(3-6):	

First Means of Assessment for Evaluation Question Identified Above (from your approved assessment plan 3-7)):
1a. Means of Unit Assessment & Criteria for Success (3-8):

1b. Summary of Assessment Data Collected (3-9):

1c: Use of Results to Improve Program/Unit Impact/Services(3-10):

Second Means of Assessment for Evaluation Question Identified Above (from your approved assessment plan) (3-11):
2a. Means of Unit Assessment & Criteria for Success:

2b. Summary of Assessment Data Collected:

2c: Use of Results to Improve Program/Unit Impact/Services:

Third Means of Assessment for Evaluation Question Identified Above (from your approved assessment plan) (3-12):
3a. Means of Unit Assessment & Criteria for Success:

3b. Summary of Assessment Data Collected:
	
3c: Use of Results to Improve Program/Unit Impact/Services:

Assessment Report Worksheet #3
Directions & Recommendations for Development

#	Directions & Recommendations for Development	
3-1	[Name of Unit/Office/Program]	
3-2	[Assessment Period Covered] This refers to either section 2-3 & 2-4 and is a one year period – same as  - same as 2-2	
3-3	[Formative Assessment] refers to if the program/project activities are being implemented as designed – this occurs during the first year of the college’s two year assessment cycle – same as 2-3	
3-4	[Summative Assessment] refers to if the desired outcomes/objectives were met – this occurs during the second year of the college’s two year assessment cycle – same as 2-4	
3-5	[Submitted by & Date Submitted] Should be submitted by the program/office head and the date is the date submitted to the Assessment Committee	
3-6	[Evaluation Question] A separate sheet is required for each evaluation question.  The evaluation questions are found in section 2-11 of the assessment plan worksheet #2.	
3-7	[First Means of Assessment] This process is repeated as many times as needed to address all data sources or groupings of data sources.  Note that these sections do not need to be detailed but summarize data, analysis and recommendations.  Appendix may be included to support the analysis.  	
	3-8 [Means of Unit Assessment & Criteria for Success] This is primarily the data or grouping of data sources.  Examples: a survey is given for customer satisfaction.  The previous survey indicated a satisfaction rate of 75%.  The criteria for success are set at maintaining the current rate.  A portfolio is required of all education students with a standardized rubric used for scoring.  A score of 3 might be required for satisfactory completion of the course/program outcomes.	
	3-9 [Summary of Assessment Data Collected] This is a summary of the analysis of the data and a statement of if the data and if the criteria for success set forth in 3-8 was achieved.  Again, this section does not have to be extensive (details can be included as an attachment) but show summarized your analysis and if you met the established criteria for success.  If you are using a rubric, you might show the distribution of scores.  If you are using descriptive statistics, often a table will be appropriate showing the tabulation of the data.  Survey data might be highlighted with detailed listing attached.	
	3-10 [Use of Results to Improve Program/Unit Impact/Services] This section is the closing the loop of the continuous improvement cycle.   Based on the summary of assessment data collected, was the expected improvement reached.  Are the recommendations for future improvement based on the data and analysis presented?  	

Note: For examples of the 3-8 to 3-10 see the various assessment books by James O. Nichols and Karen W. Nicholas such as A Roadmap for Improvement of Student Learning and Support Services through Assessment.