Assessment Plan

• Each program should be described individually. It should be clear why the different credentials are offered.
• Technical Note: In the online form, answer the question "During which academic year were students first enrolled?" with the appropriate response for the newest program.

• There may be some overlap in the PLOs assessed in each program, but it may be necessary to differentiate between levels of complexity due to credential differences (e.g., MS and PhD knowledge mastery and/or research skills).

• If the measures are the same for both credentials, program leadership should develop a strategy for maintaining data separately (e.g., BA and BS students are enrolled in a course where assessment data is collected).

• Targets should be determined separately for each credential. Targets may be more or less rigorous depending on the degree level or on past student performance.

Assessment Report

• Findings must be disaggregated when the report includes:
  • 2 or more credentials (e.g., MS/PhD or BA/BS)
  • 2 or more credentials with different modes of delivery (e.g., a FTF program and a DE program)
  • A single program that is offered both FTF and via DE technology OR in two different geographic locations FTF

• It must be clear how the identified action(s) address all programs included in the report. Findings may often suggest different actions are necessary. One-size does not always fit all.
• Technical Note: By default there is one Use of Results section in the online form. There is a button to add more Use of Results sections if multiple actions have been identified.

• The Status Update should explicitly address how past action(s) have affected student learning in each program.