4. The institution identifies expected outcomes, assesses the extent ...

SACS/COC Fifth-Year Interim Report, Part III.
way findings are reported and used for continuous improvement. Assessment plans in this tier need
some additional work in order to move into the upper tier of quality. The following are examples of
programs having assessment plans in the middle tier:
Engineering, M.S. (School of Engineering): student learning objectives are well written; some
good measures (e.g., thesis review, presentations/publications, performance review [for nonthesis
students] with rubric); eliminated weaker measures (grade point average and course
completion) in 2008-2009; still need to develop thesis rubric and to ensure that both rubricbased
measures are implemented in future cycles
Information Systems, M.S. (School of Business): reasonably well-developed student learning
objectives; all 13 measures are based on assignments in a particular course (an assessment
approach that complies with AASCB accreditation standards); all achievement targets are nonspecific
and all findings are vague; entered findings for 2008-2009, but had not entered them
since 2005-2006
Rehabilitation Counseling, M.S. (School of Allied Health Professions): overall strong plan tied to
the Council on Rehabilitation Education accreditation standards; the same four measures are
used for each of the seven student learning objectives and it is difficult to determine how the
measures map specifically to the individual learning objectives because the supporting
documents are not uploaded in WEAVEonline; some reliance on course grades; findings
reported annually and discussed by faculty in individual and group settings
Urban and Regional Studies, B.S. (College of Humanities and Sciences, School of Government
and Public Affairs): student learning objectives address important knowledge, skills, and values,
but could be refined/disaggregated for easier measurement; cannot determine how measures
were validated (uses nine items for entry and exit testing); in last two cycles for which findings
are reported, no data for entry exam; though all three findings for 2008-2009 show target is
partially met, no action plans developed; thoughtful responses to analysis questions,
demonstrating thorough review of findings and curricular changes implemented to improve
student learning
Lower Tier
Assessment plans in this tier have shortcomings that outweigh strengths. Clear improvement is needed
for plans in this tier. Programs in this tier are of concern to the Office of Assessment and will be
targeted for future consultation. The following programs are examples of assessment plans in the lower
tier:
Art History, B.A. (School of the Arts): all objectives are programmatic; in 2008-2009 cycle,
eliminated the only student learning objective (related to knowledge of history of art) and
added several programmatic objectives; measures are vague or in development; need rubric for
internship evaluation; though entered findings for 2008-2009, had not reported findings since
2004-2005; overall, needs extensive work on objectives, measures, targets, and reporting
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