ANNUAL ASSESSMENT REPORT

All groups are to provide annual assessment reports. Reports are to include the following five components:

I. An “Executive Summary” statement

II. A summary of the group’s annual Assessment Review and Planning meeting

III. The group’s plan for what it will focus on in the upcoming year

IV. An updated Assessment Plan

V. A summary of the data used by the group

Descriptions of each of the above are provided below. Should groups have any questions or wish to see examples of how the components may be addressed, please contact Cindy Speaker, Associate Dean of the College and Chair of the Assessment Committee.

Reports for non-academic programs are due by September 15^th and for academic programs by January 15^th. All reports must be submitted electronically to the Assessment Committee (assessment-committee@wells.edu). The Assessment Committee will respond to the areas regarding their report using the rubric found at the end of this document.

I. An “Executive Summary” statement

Provide a 1-paragraph summary statement (no more than 300 words) indicating what assessment work was completed in the last year. Statements should include the processes the group utilized, results determined, and conclusions drawn within the context of the group’s overall assessment plan. Include any discoveries the group has made and what it thinks it will do differently. The statement will be posted on the Wells College Assessment web site.

II. A summary of the group’s annual Assessment Review and Planning meeting

Since a key step in the assessment process is the sharing of results and using those results to makes changes that can facilitate programs meeting their objectives, it is expected that groups convene to discuss assessment results at least on a yearly basis. The format of the meeting is up to each group to decide. We ask that each group designate a contact person with whom the Assessment Committee can direct correspondence. All groups must provide a summary of the group’s meeting including the following information:

A. Date, length, and attendees of the meeting

B. The topics discussed

C. Changes that the group will be making (1) to its area and (2) to its assessment plan

III. The group’s plan for what it will focus on in the upcoming year

Assessment is an on-going process whose ultimate goal is improvement, whether it is improvement in student learning, services provided, or overall institutional effectiveness. However, it is a realistic continuous improvement process recognizing that no group can focus on everything at once. Groups should provide an Action Plan for the upcoming year indicating:

What – what will be done

When – when will it be done

Who – who will do it

It would be helpful to the Assessment Committee and the process overall if groups can provide context for their prioritization of their work.

IV. An updated Assessment Plan

Groups should resubmit their current assessment plan, annotated, indicating the work they accomplished in the previous year. In addition an updated plan should be submitted to guide the work for the upcoming year. As areas update their assessment plans, they should work toward including specific statements as to how specific outcomes are measured and what would indicate success in that area. If possible, this additional material should be added in table form using the following headings:

Goal Outcome How Measurement Success Criteria Data

Measured Tool Location

Below find an example of such a format from a hypothetical academic major assessment plan:

Goal	Objective	Outcome	How Measured	Measurement Tool	Success Criteria	Data Location
#3	Communicate effectively in a variety of formats
	#2 Demonstrate effective oral communication	#1 Present research findings in conference style	Final Project in Senior Seminar course	Locally Developed Rubric	100% of students to score at or above C level; 70% at or above B level; 30% at or above A level	Faculty files

V. A summary of the data used by the group

List data used by the group for assessment purposes and indicate for each to what goal it related. Include copies of any local surveys utilized and indicate if external constituents (e.g., internship supervisors, alumni, employers, etc.) were included in the assessment process. Also provide a summary of data analysis and statement of interpretation of results.

ASSESSMENT COMMITTEE

RESPONSE TO ANNUAL ASSESSMENT REPORT

Program/Area:

I. Outcomes

Score	Status of outcome statements (Target = 3)
4	Outcomes are clearly written in measurable terms and are clearly linked to the area’s and college’s mission and goals.
3	Outcomes are clearly written in measurable terms but only some are clearly linked to the area’s and college’s mission and goals.
2	Some outcomes are clearly written in measurable terms, others are too general or abstract. Some outcomes are clearly linked to the area’s and college’s mission and goals.
1	Most outcomes are not clearly written in measurable terms and only some outcomes are clearly linked to the area’s and college’s mission and goals.
0	Outcomes are not indicated.

Comments:

II. Means of Assessment of Outcomes

Score	Status of assessment means (Target = 3)
4	A variety of methods, both direct and indirect are used for assessing outcomes. Assessment methods have clear standards of success (criteria) against which results will be assessed.
3	A single method, which may be either direct or indirect, is used for assessing each outcome. Assessment methods have clear standards of success (criteria) against which results will be assessed.
2	A single method, which may be either direct or indirect, is used for assessing each outcome. Only some assessment methods have clear standards of success (criteria) against which results will be assessed.
1	A single method, which may be either direct or indirect, is used for assessing each outcome. Assessment methods have no clear standards of success (criteria) against which results will be assessed.
0	Assessment methods are nonexistent, not reported, or include “non-measures” (e.g., grades for courses, etc.)

Comments:

III. Results

Score	Status of assessment results (Target = 3)
4	Results are presented in specific quantitative and/or qualitative terms. Results are explicitly linked to outcomes and compared to established standards. Reporting of results includes conclusions about the results and an indication of discoveries made.
3	Results are presented in specific quantitative and/or qualitative terms. Results are explicitly linked to outcomes and compared to the established standards.
2	Results are presented in specific quantitative and/or qualitative terms.
1	Results are presented in general statements.
0	Results are not reported.

Comments:

IV. Planning for the Future

Score	Status of plans for improvement (Target = 2)
2	Area improvement plans described in specific terms congruent with assessment results.
1	Area improvement described only in global or ambiguous terms, or plans for improvement do not match assessment results.
0	Area improvement not addressed.

Comments:

V. Using Feedback

Score	Status of using feedback from assessment results and committee (Target = 2)
2	Discussion of feedback indicates that assessment results and feedback from previous assessment reports are being used for change.
1	Discussion of feedback indicates that assessment results and feedback from previous assessment reports are acknowledged.
NA	This is a first-year report
0	No discussion of assessment results and feedback from previous assessment reports

Comments:

Reporting mechanism and feedback rubric developed using the following resources:

Indiana University Southwest’s Academic Program Annual Assessment and Planning Report

Central Michigan University’s Annual Assessment Report

University of Colorado at Colorado Springs’s Assessment Progress Report

Minnesota State University’s Assessment of Student Learning Department and Program Report

cjs:AnnualReportingProcess.doc May 9, 2007