This checklist can be used during assessment report reviews to confirm that required elements are present, identify missing details, and provide clear, actionable feedback to report authors.
1. Does the report include all required content?
Look for key report details such as:
- Date of assessment
- Date of next assessment
- Status (e.g., ready for college review)
- Program level
- Author of the report
- Explanation for extended cycle (if applicable)
2. Are the learning outcomes SMART?
Strong learning outcomes are:
- Specific: Focused on particular skill sets
- Measurable: Avoid vague verbs like know, understand, or learn
- Achievable (and improvable): Realistic in scope and allows room to improve over time
- Relevant: Measures discipline-specific learning that produces meaningful evidence
- Time-framed: Clarifies when outcomes were assessed and when they will be assessed again
3. Is there at least one direct assessment for each outcome?
Each Student Learning Outcome (SLO) should be assessed using at least one direct method that evaluates students’ actual performance against the outcome. Examples include:
- Exams or quizzes
- Oral presentations
- Dissertations or theses
- Essays
- Portfolios
Indirect assessment methods can supplement direct evidence by evaluating student experiences. Examples include:
- Self-efficacy surveys
- End-of-course evaluations
- Focus groups
- Alumni questionnaires (e.g., program effectiveness, retention)
4. Are the assessments properly aligned to the SLOs?
The assessment method should align with the outcome claims about what students will do.
Example: If an SLO states students will analyze literary texts in a historical/social/cultural context, the assessment should include student work that demonstrates literary analysis.
If one assignment is used to assess multiple outcomes, the report should explain how the assignment aligns with each outcome.
5. Is all necessary documentation included?
Documentation should show that the assessment occurred and explain how it was implemented.
Helpful documentation may include:
- Rubrics
- Copies of surveys
- Exams
- Scoring sheets
- Assignment prompts
- Samples of student work (with student names fully removed per FERPA)
6. Are results presented thoroughly?
Reports often include overall results but not enough detail to support meaningful analysis. Stronger reporting breaks results down (for example, by rubric dimension or individual questions).
Instead of only reporting an overall average, consider including details like:
- Question 3 average: 75%
- Question 5 average: 64%
This level of detail helps identify patterns and supports better decision-making.
7. Are the results analyzed completely?
A strong analysis goes beyond stating whether a benchmark was met. It shows that the faculty:
- Use all data collected (past and present)
- Consider factors that may have contributed to the results
- Plan next steps based on student performance
8. Are the actions taken relevant to the results?
Actions taken should clearly connect to the evidence.
For example, if an SLO is not met, the report should describe appropriate steps to address the issue and improve student learning.
9. If an outcome is on an extended cycle, is it explained?
An extended cycle can be appropriate when a program assesses an outcome later or over a longer period. Common justifications include:
- No (or too few) students to assess
- Program restructuring
- Faculty changes that affect course offerings
- Changes in requirements from an outside accreditor
If an outcome is on an extended cycle, the report should provide justification in the Notes section and mark “extended cycle” in Program Status so the institution can track it.
10. Is there evidence of “closing the loop”?
Effective assessment is cyclical. “Closing the loop” means the report demonstrates a full cycle of improvement:
- Outcomes are defined
- Outcomes are assessed
- Results are analyzed (including comparison to prior years when relevant)
- Actions are chosen to improve student learning
- Future data is reviewed to see whether changes worked