Biennial Reporting Form
Elaborated Guidance for Programs and Departments

Departments need to complete only one form that reports on all programs (major, minor, emphases) within that department
if they all have the same student learning outcomes.

Departments that have distinct programs with different student learning outcomes need to complete a report for each distinct program (undergraduate and graduate programs in the same discipline should be treated as distinct programs)

Here are some model Biennial Reporting Forms from the 2010-2012 cycle:

Below are the SLOs and further clarification of each component needed for each reporting form:

Student Learning Outcomes Component Clarification

List ALL of the
STUDENT LEARNING OUTCOMES
(SLOs) IDENTIFIED for the program/department. 


(if multiple SLOs are elaborated under major categories, please share a hyperlink to a location where they may be found online.)

In this section, please indicate all of the Student Learning Outcomes (SLOs) associated with the program.

   Information on writing clear SLOs is available here:

 
-    Writing Course Objectives
 
-   How to Write Student Learning Outcomes


Identify the SPECIFIC
STUDENT  LEARNING OUTCOMES MEASURED in the
past biennium.

(Must be a subset of the comprehensive listing of SLOs identified in the row above.)

To help make the process of assessment manageable and meaningful, it is recommended that departments set up a plan to collect information on a subset of their SLOs within each biennium, then cycle through their list of SLOS such that the program/department will have reviewed each outcome in preparation for Academic Program Review.

If your program/department maintains some external accreditation guidelines that requires your SLOs be accessed more frequently, please follow those guidelines.

Direct and Indirect Measures Component Clarification

Describe the
DIRECT MEASURES
used to evaluate student learning.


(All programs should be taking advantage of direct measures to assess their SLOs.   Programs may include using a combination of direct and indirect measures.)

Please list the direct measures your program/department used to assess your SLOs during the biennium.  Assessment measures need to be described in sufficient detail to indicate how the SLO identified was measured. Direct measures are defined as those methods that collect information “directly” from student work that would demonstrate the skills, knowledge, or attitudes/dispositions.

Examples may include processes that extract information from student papers, artworks, or presentations. Performance in exams might be a source of information if collections of questions are reviewed as they specifically relate to a specific SLO.


   Some examples and definitions of direct and indirect assessments:

 -   Examples of Direct and Indirect Measures of Student Learning

 -   Common Assessment Terms


Describe the
INDIRECT MEASURES
used to evaluate student learning.

Please list the indirect measures your program/department used in the biennium.  Indirect measures are those take make use of student, employer, or alumni perceptions of the impact of the curriculum on the SLOs. 

Examples may include surveys, graduate school admission rates, and/or students' self-reported gains in learning.  These measures will also need to be described in sufficient detail to indicate how the SLO was measured.  The combination of both direct and indirect measures provided for a more complete understanding of student achievement.

Some further examples and definitions of direct and indirect assessments:

 
-   More Examples of Direct and Indirect Measures of Student Learning
 -   Glossary of Assessment Terms


Indicate the PROCESS through which the department/unit analyzed and discussed plans for improvements based on your assessment results.

Please briefly report on the process your program/department uses to review assessment results and design modifications based on the results.

The process of "closing the loop" is crucial to a strong assessment process and it should involve all of the instructors in a unit.

 

Assessment Process Diagram

Return to the Programmatic and Course Assessment page.

For questions concerning assessment, contact University Assessment Coordinator Dr. Patrick Barlow