Characteristics of an Effective
- Clear, specific, focused, and measurable student learning
objectives have been written to fulfill the intent
of the program goals.
- Multiple assessment
methods have been carefully selected and/or developed
properly each of the student
learning objectives in the program.
- Evidence supporting
the reliability and validity of assessment methods
have been scrutinized.
- Staff and faculty have designated
standards such as cutoff scores for student performance
on assessment methods.
- A proper design has been chosen
and implemented to ensure that internal and external
threats to the validity of the
assessment study have been minimized.
for collecting assessment information within the context
of the study
design have been carefully planned
- Suitable and comprehensive statistical
procedures have been chosen.
- The assessment results
or outcomes concerning student learning and development
have been interpreted with regard
to the program objectives.
- Evidence of curricular, instructional,
and/or service modifications with subsequent follow-up
of changes in response
to the acquired assessment results exists.
- Evidence that
resources are moved or reallocated in response to the
acquired assessment results exists.
- When relevant, traditionally
and technologically delivered instruction has been
compared with regard to student learning
- The assessment report of the statistical
findings has been written clearly, accurately, and
- Broad and ongoing staff and faculty
discussions and involvement occur throughout the assessment
- The persons conducting the assessment study should
be trustworthy and competent to perform the study so
the findings achieve maximum credibility and acceptance.