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Student Learning Assessment

Interpreting Assessment Results

Make Data-Driven Recommendations


Tips for Analyzing SLO Data

  • How does the data compare to the last time it was collected?
  • What are the strengths represented in the data?
  • Have there been any major changes in the data since the last report?
  • What area(s) failed to meet the anticipated goal(s)? If If assessment data results suggest a need for change, consider the following areas when deciding on what kinds of improvements to make:
    • Course-level changes: Such as increasing guidance for students on a course assignment, revising learning activities, modifying course rubrics, providing more frequent or effective feedback on student progress, increasing assignment rigor
    • Program-level changes: Such as changing program outcomes, adding a prerequisite, aligning to industry certifications
    • Student support: Such as recommending changes to tutoring services, library services, and/or student advising
    • Faculty support: Such as recommending a faculty development course or other type of professional development, supporting faculty in getting updated credentials or industry-relevant training
    • Other: Such as auditing course assignments and activities to ensure alignments between course and program outcomes is accurate, asking a colleague for feedback, collecting more data

Tips for Analyzing Student Course Evaluations

  • How does the data compare to last year?
  • What was the action plan for improvement in the prior year and what is its status?
  • Consider the number of student responses. 
  • Consider where course falls in the sequence of the program.
  • Is the course sequenced within the curriculum appropriately? Is it current and relevant?
  • Look for qualitative comments to provide insights into qualitative data. Look for trends and themes.