You've collected data and analyzed the results--now what? Depending on the targets you've set as a faculty/staff group, it may be enough to compare the findings to the targets and determine what next steps make the most sense. But often it is necessary to look at assessment results over time (i.e., longitudinal analysis). Are there patterns in how the program/unit has been achieving the targeted outcomes? What has occurred over the course of the assessment period that may have impacted assessment results?
Reflection is the most important part of this stage of the assessment process. Facilitate a discussion about the findings, factors influencing the findings, and brainstorm ideas about how to improve the outcome in the future.
Reflection is the most important part of this stage of the assessment process. Facilitate a discussion about the findings, factors influencing the findings, and brainstorm ideas about how to improve the outcome in the future.
The University of Alabama's Office of Institutional Effectiveness has created two quick guides on how to use data for improving academic programs and non-instructional units.
These quick guides provide a roadmap for clear and comprehensive improvement, detailing what questions should be considered at the data analysis and action planning stages of the assessment process.