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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.