AJU Comprehensive Assessment Plan Template.xlsx

	A	B	C	D	E	F	G	H	I	J	K
1	Comprehensive Assessment Plan										Hover cursor on any grids, where shows a red tip on the upper right corner, for instructions.
2	a	b	c	d	e	f	g	h	i	j	k
3	ILOs	PLOs	CLOs	Course where each CLO is assessed	Assessment activity/ assignment used to measure each CLO	Assessment tool used to measure outcome success	Assessment schedule – how often CLOs will be assessed	How data/ findings will be quantitatively or qualitatively reported as evidence CLO performance criteria have been met	Designated personnel to collect, analyze, and interpret student learning outcome data	Program data/ findings dissemination schedule	Closing the loop strategies

4	1. Critical and Innovative Thinking: Apply analytical, critical, integrative, and creative thinking and reasoning skills to address everyday problems and challenges.
5	2. Communication: Articulate (in oral and written formats) perspectives, values, and ideas in the appropriate context.
6	3. Diversity Through Engaged Conversation: Create positive social impact, promote diversity, equity, and inclusion, as well as express advocacy through relationships within our communities and the global public.
7	4. Leadership: Work respectfully and collaboratively as leaders and participants in varied teams and community contexts.
8	5. Jewish Wisdom: Apply Jewish values and perceptions through study, service, and leadership to address contemporary issues and communal needs.
9	6. Specialized Discipline Experts: Demonstrate the knowledge, skills, and values of their chosen discipline of study.
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12	Provide a description of program assessment, including plans for initial and ongoing assessment and evaluation. It also provides a description of the numeric benchmarks by which a program will be deemed successful, how such benchmarks will be applied, and what corrective measures will be taken to address deficiencies. The comprehensive assessment plan should identify:
13	a. ILOs (Institutional learning outcomes): typically highlight the general knowledge, skills, and dispositions all students are expected to have upon graduating from an institution of higher learning.
14	Reference:
15	https://www.aju.edu/about-aju/institutional-learning-outcomes
16	b. PLOs (Program learning outcomes): highlight the specific discipline’s knowledge, skills, and dispositions students are expected to know as program graduates.
17		WASC PLO Rubics:
18		https://wascsenior.box.com/shared/static/dbtbd1ltzlvew695ldyf.pdf
19	c. CLOs (Course learning outcomes): clearly convey the specific and measureable behaviors students will demonstrate in order to achieve the program’s outcomes. Clearly convey the specific and measureable knowledge, skills, and/or behaviors expected and guide the type of assessments to be used to determine if the desired the level of learning has been achieved. Key characteristics of student learning outcomes include 1) clarity, 2) specificity, (this means they are worded with active verbs stating observable behaviors) and, 3) measurability. Every student learning outcome should be directly aligned with and related to one or more program learning outcomes. CLOs should be limited in number (eight or less) to maintain manageability. A CLO (or a combination of two CLOs) should be assessed with only one assignment (oftentimes called a signature assignment) and in only one course.
20	d. The course(s) where each student learning outcome is assessed. For Ziegler, specific courses can be designated as CLO assessment courses, as not all courses will be designated as an CLO assessment course (ie: electives).
21	e. An assessment activity (also called signature assignment): a reliable and valid assignment that directly measures the stated behavior in the CLO. Examples include (but not limited to): final exam, presentation, project, performance, observations, classroom response systems, computer simulated tasks, analytical paper, case study, portfolio, critique, policy paper, comparative analysis project, qualifying or comprehensive examination, project, thesis, dissertation, and many others. Only one assessment activity is needed to assess an CLO. It is possible that one major assessment will assess between one and three CLOs.
22		e. Examples of assessment activities: final exam, presentation, project, performance, observations, classroom response systems, computer simulated tasks, analytical paper, case study, portfolio, critique, policy paper, comparative analysis project, qualifying or comprehensive examination, project, thesis, dissertation, and many others.
23	f. Assessment tool: an instrument used to score or evaluate the assessment activity. Examples include: rubrics (that produce scores based on established criteria), observational checklists, observational narratives, video or audio recording with written analysis, rating scales.
24		f. Examples of Assessment Tools (an instrument used to score or evaluate an assessment activity/assignment): Rubrics (that produce scores based on established criteria – can be used with most activities listed), observational checklists, etc.
25	g. Assessment schedule: the timeline for administering the assessments and collecting the data. Examples include staggering CLO assessments over a five-year period.
26	h. How the assessment data and findings will be quantitatively or qualitatively reported: examples of ways to report assessment data include the number/percentage of those scoring at or above 4.0 on a 5.0 point scale on the assessment used to measure mastery of a specific CLO; number or percentage of students scoring at the highly proficient level; instructor observational narrative that includes analysis and findings to qualitatively show trends and patterns; mean scores of all who exhibited desired traits or behaviors on an observational checklist.
27		h. Examples of ways to report assessment data: number/percentage of those scoring at or above 4.0 on a 5.0 point scale on the assessment used to measure mastery of a specific CLO; number/percentage of students scoring at the highly proficient level; instructor observational narrative that includes analysis and findings to qualitatively show trends and patterns; mean scores of all who exhibited desired traits or behaviors on an observational checklist.
28	i. Who will collect, analyze, and interpret student learning outcome data: possibilities include School Dean, program director(s), a faculty committee, or University administrator who assumes assessment data collection, analysis and interpretation responsibilities.
29	j. Program data/findings dissemination schedule: the frequency data will be disseminated to identified stakeholders.
30	k. Anticipated strategies on how outcome data will be used to “close the loop”: how data will be used to respond to issues or areas of concern. Examples include revising a) syllabi, b) CLOs, c) assessment assignments, d) teaching methods, e) program curriculum.
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