Assessment Committee of the College of Micronesia – FSM
Improvement Plan Review & Checklist – Instructional

Program/Service Area:		Assessment Committee Member:		
Date:	

Please mark your response to the following statements (numbers before the statements represent the appropriate sections from the Assessment Plan Worksheet (worksheet #2) :

Statement	Yes	NI (needs improvement or more information)	No	
1-1 Unit/Office/Program: The unit/office/program is identified.  				
1-2 Assessment Period: The assessment period is identified.  Generally, this is a one year period and is aligned with the timeline in Appendix E of the IAP handbook regarding Program Review and Assessment Timeline.  				
1-3 Submitted by & Date: The person directly responsible for completing the assessment plan submits the assessment plan to the committee.  Generally, this is the office or program head.  The assessment plan should be submitted in line with Appendix E of the IAP handbook regarding Program review and assessment timelines. 				
1-4 Date submitted: Date submitted  to supervisor.  				
1-5 College (Institutional) Mission: The approved college mission is included in the plan.  				
1-6 College Strategic Goals: The appropriate college’s strategic goals that the service area addresses are referenced.  Generally, a office or program will concentrate on one or two strategic goals.  Assessment plans for vice presidents, campus directors, program coordinators, etc. may address multiple strategic goals.  				
1-7 Unit/Office/Program Mission: The program mission submitted should follow the guidelines for mission development instructional section of the IAP handbook.  Each program should have its own mission statement.  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.
The mission should have previously been endorsed by the appropriate college committee and approved by the college President.  				
1-8 Unit/program goals:  Improvement goals are included that represent the long term aspirations of the program and follow the SMART (Specific, Measureable, Achievable, Realistic and Time bound) approach to goals development.  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
The program goals have been endorsed by the appropriate committee and approved by the President.  A copy of the approved worksheet # 1 should be attached to the assessment plan.  				
2-10 Unit/program outcomes/objectives:  The student learning outcomes that are being assessed under this improvement plan are stated.  This section may also include an improvement outcome/objective related to program review such as need to increase program enrollment, etc.  Strategies - key points: Make sure the improvement strategies represent best practices.  Make sure the improvement strategies represent previous assessment/evaluation findings and recommendations.  				
1-10: Endorsed by:  Are the appropriate endorsed included?   				

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)	

	

Assessment Committee of the College of Micronesia – FSM
Improvement Plan Review & Checklist – Student Services & Administrative Support

Program/Service Area:		Assessment Committee Member:		
Date:	

Please mark your response to the following statements (numbers before the statements represent the appropriate sections from the Assessment Plan Worksheet (worksheet #2) :

Statement	Yes	NI (needs improvement or more information)	No	
1-1 Unit/Office/Program: The unit/office/program is identified.  				
1-2 Assessment Period: The assessment period is identified.  Generally, this is a one year period and is aligned with the timeline in Appendix E of the IAP handbook regarding Program Review and Assessment Timeline.  				
1-3 Submitted by & Date: The person directly responsible for completing the assessment plan submits the assessment plan to the committee.  Generally, this is the office or program head.  The assessment plan should be submitted in line with Appendix E of the IAP handbook regarding Program review and assessment timelines. 				
1-4 Date submitted: Date submitted  to supervisor.  				
1-5 College (Institutional) Mission: The approved college mission is included in the plan.  				
1-6 College Strategic Goals: The appropriate college’s strategic goals that the service area addresses are referenced.  Generally, an office or program will concentrate on one or two strategic goals.  Assessment plans for vice presidents, campus directors, program coordinators, etc. may address multiple strategic goals.  				
1-7 Unit/Office/Program Mission: Administrative and student services - First present a philosophical statement related to your units/program/office followed by a listing of the services you provide.  The mission should have previously been endorsed by the appropriate college committee and approved by the college President.  				
1-8 Unit/program goals:  Improvement goals are included that represent the long term aspirations of the program and follow the SMART (Specific, Measureable, Achievable, Realistic and Time bound) approach to goals development.  Instructional programs.  Administrative and students services see the section of the handbook for administrative and student services.  Some key points: make sure the goals are related to student learning and success.  Make sure the goals reflect institutional/department priorities.  Are the goals SMART (specific, measurable, achievement, realistic and time bound)?The program goals have been endorsed by the appropriate committee and approved by the President.  A copy of the approved worksheet # 1 should be attached to the assessment plan.  				
2-10 Unit/program outcomes/objectives:  Administrative and students services see the section of the handbook for administrative and student services.  Look for:
o	Does at least one objective address college wide improvement needs in the service area?
o	Does 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: 
•	Are the objectives be related to student learning and success?
•	Do the objectives reflect institutional/department priorities?
•	Strategies - key points:
•	Do the improvement strategies represent best practices?
•	Do the improvement strategies represent previous assessment/evaluation findings and recommendations?				
1-10: Endorsed by:  Are the appropriate endorsed included?   				

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)	

	

Assessment Committee of the College of Micronesia – FSM
Assessment Plan Review & Checklist – Instructional 

Program/Service Area:		Assessment Committee Member:		
Date:	

Please mark your response to the following statements (numbers before the statements represent the appropriate sections from the Assessment Plan Worksheet (worksheet #2) :

Statement	Yes	NI (needs improvement or more information)	No	
2-1 Unit/Office/Program: The unit/office/program is identified.  				
2-2 Assessment Period: The assessment period is identified.  Generally, this is a one year period and is aligned with the timeline in Appendix E of the IAP handbook regarding Program Review and Assessment Timeline.  				
2-3 & 2-4 Formative or Summative Assessment: Either the formative or summative assessment category is checked depending on where the unit/office/program is in regarding its two year improvement assessment cycle.  Generally the first year of the assessment cycle is devoted to formative assessment or ensuring that the improvement plan is being implemented as designed.   The second year of the assessment cycle is devoted to summative assessment or determining what was the actual impact of the improvement activities.  You can also see the glossary section of the IAP handbook for the definitions and differences between formative and summative assessment.  Formative assessment is conducted prior to summative assessment. 				
2-5 Submitted by & Date: The person directly responsible for completing the assessment plan submits the assessment plan to the committee.  Generally, this is the office or program head.  The assessment plan should be submitted in line with Appendix E of the IAP handbook regarding Program review and assessment timelines. 				
2-5a Endorsed by: Has the plan been endorsed by the appropriate supervisors.  Examples might be IC/DAP or SSC, Campus Director, Vice Presidents.  				
2-6 College Mission: The approved college mission is included in the plan.  				
2-7 College Strategic Goals: The appropriate college’s strategic goals that the service area addresses are referenced.  Generally, a office or program will concentrate on one or two strategic goals.  Assessment plans for vice presidents, campus directors, program coordinators, etc. may address multiple strategic goals.  				
2-8 Unit/Office/Program Mission: The program mission submitted should follow the guidelines for mission development instructional section of the IAP handbook.  Each program should have its own mission statement.  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.
The mission should have previously been endorsed by the appropriate college committee and approved by the college President.  				
2-9 Unit/program goals:  Improvement goals are included that represent the long term aspirations of the program and follow the SMART (Specific, Measureable, Achievable, Realistic and Time bound) approach to goals development.  The program goals have been endorsed by the appropriate committee and approved by the President.  A copy of the approved worksheet # 1 should be attached to the assessment plan.  				
2-10 Unit/program outcomes/objectives:  The student learning outcomes that are being assessed under this improvement plan are stated.  This section may also include an improvement outcome/objective related to program review such as need to increase program enrollment, etc.  				
2-11 Evaluation questions: The evaluation questions adequately address the out outcomes in section 2-10 and are stated in such a manner that the answers to the questions will address whether or not the outcome/objective has been meets.  See the IAP handbook for guidelines in developing evaluation questions.  				
2-12 Data sources: The data sources for the evaluation questions will provide the critical information and evidence necessary to determine if the outcome/objective has been meet.  Can the data sources provide an adequate answer to the evaluation question?  Is the data collection realistic and achievable?  For programs that are offered over more than one site, is the data source providing information from all sites?  Are the data sources (including method of collection) are of sufficient quality to assist in answering the evaluation question?  				
2-13 Sampling:  Does the sampling process follows generally accepted guidelines for sampling.  Is the sampling realistic and achievable.  				
2-14 Analysis: Is the type of analysis that will be used to interpret the data collected identified.  See the IAP handbook for a description of different types of analysis that can be applied? Are the analysis requirements realistic and achievable?  Are the analysis techniques a good fit for the data source?  Are the analysis techniques reflecting generally accepted quality standards?				
2-15 Timeline: Does the timeline identify major activities such as surveys, major data collection points, etc.				
2-16 Activity: Do the activities identified reflect the major and critical points for surveys, data collection, etc. 				
2-17 Who is Responsible: Are the person (s) responsible for the activity in 2-16 is identified?				
2-18 Date: The date or span of dates is reasonable and can be monitored.				
2-19: Comments: Comments on the plan provide greater detail that cannot be included in the assessment plan itself.  				

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)	

	

Assessment Committee of the College of Micronesia – FSM
Assessment Plan Review & Checklist – Administrative & Student Services

Program/Service Area:		Assessment Committee Member:		
Date:	

Please mark your response to the following statements (numbers before the statements represent the appropriate sections from the Assessment Plan Worksheet (worksheet #2) :

Statement	Yes	NI (needs improvement or more information)	No	
2-1 Unit/Office/Program: The unit/office/program is identified.  				
2-2 Assessment Period: The assessment period is identified.  Generally, this is a one year period and is aligned with the timeline in Appendix E of the IAP handbook regarding Program Review and Assessment Timeline.  				
2-3 & 2-4 Formative or Summative Assessment: Either the formative or summative assessment category is checked depending on where the unit/office/program is in regarding its two year improvement assessment cycle.  Generally the first year of the assessment cycle is devoted to formative assessment or ensuring that the improvement plan is being implemented as designed.   The second year of the assessment cycle is devoted to summative assessment or determining what was the actual impact of the improvement activities.  You can also see the glossary section of the IAP handbook for the definitions and differences between formative and summative assessment.  Formative assessment is conducted prior to summative assessment. 				
2-5 Submitted by & Date: The person directly responsible for completing the assessment plan submits the assessment plan to the committee.  Generally, this is the office or program head.  The assessment plan should be submitted in line with Appendix E of the IAP handbook regarding Program review and assessment timelines. 				
2-5a Endorsed by: Has the plan been endorsed by the appropriate supervisors.  Examples might be IC/DAP or SSC, Campus Director, Vice Presidents.  				
2-6 College Mission: The approved college mission is included in the plan.  				
2-7 College Strategic Goals: The appropriate college’s strategic goals that the service area addresses are referenced.  Generally, a office or program will concentrate on one or two strategic goals.  Assessment plans for vice presidents, campus directors, program coordinators, etc. may address multiple strategic goals.  				
2-8 Unit/Office/Program Mission: The program mission submitted should follow the guidelines for mission development in the Administrative and Support Services Assessment Section of the Handbook IAP handbook.  Administrative and students services missions should generally have a philosophic statement regarding the orientation of their office or program and a listing of services.  The mission should have previously been endorsed by the appropriate college committee and approved by the college President.  				
2-9 Unit/program goals:  Improvement goals are included that represent the long term aspirations of the program and follow the SMART (Specific, Measureable, Achievable, Realistic and Time bound) approach to goals development.  The program goals have been endorsed by the appropriate committee and approved by the President.  A copy of the approved worksheet # 1 should be attached to the assessment plan.  				
2-10 Unit/program outcomes/objectives:  Improvement objectives are included that represent what the unit/program will accomplish in the specified assessment period and follow the SMART (Specific, Measureable, Achievable, Realistic and Time bound) approach to outcome/objectives development.  At least one objective is recommended to address college wide improvement needs in the service area. At least one objective is recommended relate to immediate improvement needs of the office or service area or address needs of the specific site.  Some key points: Can the objectives be related to student learning and success? Do the objectives reflect institutional/department priorities? Strategies - key points: Do the improvement strategies represent best practices? Do the improvement strategies represent previous assessment/evaluation findings and recommendations?  The program objectives/strategies have been endorsed by the appropriate committee and approved by the President.  A copy of the approved worksheet # 1 should be attached to the assessment plan.  				
2-11 Evaluation questions: The evaluation questions adequately address the outcomes/objectives in section 2-10 and are stated in such a manner that the answers to the questions will address whether or not the outcome/objective has been meets.  See the IAP handbook for guidelines in developing evaluation questions.  				
2-12 Data sources: The data sources for the evaluation questions will provide the critical information and evidence necessary to determine if the outcome/objective has been meet.  Care should be given that the data sources are not a laundry list of possible data, but an identification of data is will allow the evaluation questions to be answered and its collection is both realistic and achievable.  Make sure that the data sources (including method of collection) are of sufficient quality to assist in answering the evaluation question.  				
2-13 Sampling: The sampling process follows generally accepted guidelines for sampling.  Generally, this section applies to surveys and collections of work exhibits.  The sampling process should be realistic and achievable.  				
2-14 Analysis: The type of analysis that will be used to interpret the data collected is identified.  See the IAP handbook for a description of different types of analysis that can be applied.  Analysis should be realistic and achievable.  Also, are the analysis techniques a good fit for the data source?  Are the analysis techniques reflecting generally accepted quality standards?				
2-15 Timeline: The timeline identified major activities such as surveys, major data collection points, etc.				
2-16 Activity: The activities identified reflect the major and critical points for surveys, data collection, etc. 				
2-17 Who is Responsible: The person responsible for the activity in 2-16 is identified.				
2-18 Date: The date or span of dates is reasonable and can be monitored.				
2-19: Comments: Comments on the plan provide greater detail that cannot be included in the assessment plan itself.  				

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)	

	

Assessment Committee of the College of Micronesia – FSM
Assessment Report Review & Checklist – Instruction

Program/Service Area:		Assessment Committee Member:		
Date:	

Please mark your response to the following statements (numbers before the statements represent the appropriate sections from the Assessment Plan Worksheet (worksheet #2) :

Statement	Yes	NI (needs improvement or more information)	No	
3-0 Approved assessment plan: The approved assessment plan is attached to the assessment report.  				
3-1 Unit/Office/Program: The unit/office/program is identified.  				
3-2 Assessment Period: The assessment period is identified.  This should be the same assessment period as identified in the office/program assessment plan for which the report is being completed. Generally, this is a one year period and is aligned with the timeline in Appendix E of the IAP handbook regarding Program Review and Assessment Timeline.  				
3-3 & 3-4 Formative or Summative Assessment: Either the formative or summative assessment category is checked depending on where the unit/office/program is in regarding its two year improvement assessment cycle.  This should be the same as identified in the office/program assessment plan for which the report is being completed.  				
3-5 Submitted by & Date: The person directly responsible for completing the assessment plan submits the assessment report  to the committee.  Generally, this is the office or program head.  The assessment report should be submitted in line with Appendix E of the IAP handbook regarding Program review and assessment timelines. 				
3-5a Endorsed by: Has the report been endorsed by the appropriate supervisors.  Examples might be IC/DAP or SSC, Campus Director, Vice Presidents.  				
NOTE: THE FOLLOWING SECTION INSTRUCTIONs ARE REPEATED FOR EACH EVALAUTION QUESTIONS AND EACH DATA SOURCE. 				
3-6 Evaluation question: The report should have a separate sheet for each evaluation question.  The evaluation questions should be the same as found on the assessment plan.   				
3-7 1st 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] Does the report adequately present the data that was collected and any criteria for success as specified in the assessment plan.  The section does not have to be detailed but should adequately reflect the data, data source and criteria for success.  Additional detail may be provided in an appendix. 				
3-9 [Summary of Assessment Data Collected] Does the report provide and adequately summary the analysis of the data and a statement regarding meeting the criteria set forth in the assessment plan.   The section does not have to be detailed but should adequately reflect what type of analysis was conducted and provide a summary of the results and if the results met the criteria for success.  Additional detail may be provided in an appendix.  				
3-10 [Use of Results to Improve Program/Unit Impact/Services] Does the report close the loop.  Based on the summary of assessment data collected, was the expected improvement reached?  Is the recommendation (s) for improvement consistent and responds directly to the data and analysis presented.   				

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)	

	

Assessment Committee of the College of Micronesia – FSM
Assessment Report Review & Checklist – Administrative & Student Services

Program/Service Area:		Assessment Committee Member:		
Date:	

Please mark your response to the following statements (numbers before the statements represent the appropriate sections from the Assessment Plan Worksheet (worksheet #2) :

Statement	Yes	NI (needs improvement or more information)	No	
3-0 Approved assessment plan: The approved assessment plan is attached to the assessment report.  				
3-1 Unit/Office/Program: The unit/office/program is identified.  				
3-2 Assessment Period: The assessment period is identified.  This should be the same assessment period as identified in the office/program assessment plan for which the report is being completed. Generally, this is a one year period and is aligned with the timeline in Appendix E of the IAP handbook regarding Program Review and Assessment Timeline.  				
3-3 & 3-4 Formative or Summative Assessment: Either the formative or summative assessment category is checked depending on where the unit/office/program is in regarding its two year improvement assessment cycle.  This should be the same as identified in the office/program assessment plan for which the report is being completed.  				
3-5 Submitted by & Date: The person directly responsible for completing the assessment plan submits the assessment plan to the committee.  Generally, this is the office or program head.  The assessment report should be submitted in line with Appendix E of the IAP handbook regarding Program review and assessment timelines. 				
3-5a Endorsed by: Has the report been endorsed by the appropriate supervisors.  Examples might be IC/DAP or SSC, Campus Director, Vice Presidents.  				
NOTE: THE FOLLOWING SECTION INSTRUCTIONs ARE REPEATED FOR EACH EVALAUTION QUESTIONS AND EACH DATA SOURCE. 				
3-6 Evaluation question: The report should have a separate sheet for each evaluation question.  The evaluation questions should be the same as found on the assessment plan.   				
3-7 1st 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] Does the report adequately present the data that was collected and any criteria for success as specified in the assessment plan.  The section does not have to be detailed but should adequately reflect the data, data source and criteria for success.  Additional detail may be provided in an appendix. 				
3-9 [Summary of Assessment Data Collected] Does the report provide and adequately summary the analysis of the data and a statement regarding meeting the criteria set forth in the assessment plan.   The section does not have to be detailed but should adequately reflect what type of analysis was conducted and provide a summary of the results and if the results met the criteria for success.  Additional detail may be provided in an appendix.  				
3-10 [Use of Results to Improve Program/Unit Impact/Services] Does the report close the loop.  Based on the summary of assessment data collected, was the expected improvement reached?  Is the recommendation (s) for improvement consistent and responds directly to the data and analysis presented.   				

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)