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EstablishingTimelinesandResponsibilities

AnExample

Inprogramassessmentplanning,itisimportanttoletcommonsenseprevail.Youcantdoeverything.
Processesmustbeestablishedthatcapitalizeonwhatisalreadybeingdoneandcomplementtheworkofthe
faculty.Decisionswillneedtobemade.Justasfacultycannotteachtheuniverseofallconceptsandskills
relatedtoasinglecourse,programscannotassesseverythingthattheybelievestudentsshouldknoworbeable
todo.Asdecisionsaremadeandasassessmentandevaluationprocessaredeveloped,thinksystematicallyand
forthelongterm.Identifywhereyouwanttobeatsometimeinthefutureandworkbackwards.

ThetimelineillustratedinTable1demonstratesathreeyearcyclewhereeachoutcomeisassessedeverythree
years.Becausethereareonlysixoutcomes,thismeansthatthedatacollectionprocesstakesplaceononlytwo
outcomesperyear.Thetimelineprovidesfortwocyclesofdatacollectioneverysixyears.

LearningOutcomes
0809
0910
1011
1112
1213
1314
(eachwithmeasurableperformanceindicators):
Arecognitionofethicalandprofessional

z
z
responsibilities
Anunderstandingofhowcontemporaryissuesshape

andareshapedbymathematics,science,&

z
z
engineering
Anabilitytorecognizetheroleofprofessionalsinthe
globalsociety

Anunderstandingofdiverseculturalandhumanistic
traditions

Anabilitytoworkeffectivelyinteams

Anabilitytocommunicateeffectivelyinoral,written,

z
z
graphical,andvisualforms
Table1.Datacollectioncycleforsixlearningoutcomes

Thetableabovecanbemisleadinginthatduringtheyearwheredatacollectionistakingplaceonsomeofthe
outcomes,activitiesaretakingplacerelatedtootheroutcomes.Table2belowrepresentsanassessmentand
evaluationtimelineformultipleprocessesforasingleoutcome.

From Assessment Planning Flow Chart2004, Gloria M. Rogers, Ph.D., ABET, Inc. (grogers@abet.org) Copyright 2008

Outcome:Anabilitytorecognizetheroleofprofessionalsintheglobalsociety
0809
0910
1011
1112
1213
AssessmentandEvaluationActivity
Reviewofperformanceindicatorsthatdefinethe

z
z
outcome
Mapeducationalstrategiesrelatedtoperformance

z
z
indicators
Reviewmappingandidentifywheredatawillbe

z
z
collected
Developand/orreviewassessmentmethodsusedto

z
z
assessperformanceindicators
Collectdata

1314

z
z
z

Evaluateassessmentdataincludingprocesses
Reportfindings

Communication

Teams

Cultural

Global

ContemporaryIssues

Ethics

Communication

Teams

Cultural

Global

ContemporaryIssues

Ethics

Communication

Teams

Cultural

Global

ContemporaryIssues

Activities

Ethics

Takeactionwherenecessary
Table2.Assessmentandevaluationactivitytimelineforasingleoutcome

Togetageneralviewofwhatonecycleofanassessmentprogrammightlooklike,Table3representsthree
academicyearsofactivityforsixlearningoutcomesbyassessmentandevaluationactivities.

0809
0910
1011

Reviewofperformanceindicators
z z z z z z
definingthatoutcome
Mapeducationalstrategiesrelatedto
z z z z z z
performanceindicators
Reviewmappingandidentifywheredata
z z z z z z
willbecollected
Developorreviewassessmentmethods
z z z z z z
relatedtooutcome
Collectandanalyzedata
z z z z z z
Evaluateassessmentdataincluding
z z z z z z
processes
z z z z z z
Reportfindings
z z z z z z
Takeactionwherenecessary
Table3.Threeyearcycleofassessmentandevaluationactivity

Althoughthisappearstorequireconsiderableeffort,notallassessmentactivitiesneedtobedoneby
thesamepersonorgroup.Table4suggeststhattherearemultiplepartiesinvolvedintheassessment
andevaluationcycle.Itisimportanttoplanstrategicallyandsystematicallysothattheworkloadis
reasonableandappropriatelydistributed.

From Assessment Planning Flow Chart2004, Gloria M. Rogers, Ph.D., ABET, Inc. (grogers@abet.org) Copyright 2008

AssessmentandEvaluationActivity
Reviewofperformanceindicatorsthatdefinetheoutcome
Mapeducationalstrategiesrelatedtoperformanceindicators
Reviewmappingandidentifywheredatawillbecollected
Developand/orreviewassessmentmethodsusedtoassess
performanceindicators
Collectandanalyzedata
Evaluateassessmentdataincludingprocesses
Reportfindings
Takeactionwherenecessary

Responsibilityforactivity
FacultyAssessmentTeam
AllFaculty
ProgramFaculty
FacultyAssessmentTeamw/Assessment
Resource
FacultyAssessmentTeamw/Assessment
Resource
ProgramFaculty
ProgramFaculty
ProgramFaculty

Table4.Partiesresponsiblefortheassessmentandevaluationprocesses

Thesetablesareforillustrativepurposesonly.Inordertoclosetheloopontheassessmentand
evaluationprocess,itisimportanttoplanwiththeendinmind.Creatingamultiyeartimelinewillhelp
toshapethinkingabouttheactivitiesinvolvedinprogramassessment.Itwillalsohelptoavoidtaking
ontoomuchinthebeginningandencouragesystematicplanningovertime.

Creatingthesetypesoftablesshouldonlybeseenastoolstoassistinadministeringandcommunicating
theprocess.Atanytimeitisfoundthattheprocessesneedtobealtered,theinformationinthetables
shouldchange.Forexample,itmaybefoundaftermultipledatacollectionandanalysisprocessesthat
oneormoreoftheoutcomesareconsistentlyofhighqualitywhereasthereareotheroutcomeswhere
theprogramcannotdemonstrateadequateachievement.Thiscouldleadtomorefrequentdata
collectionandevaluationprocessforsomeoutcomesandlessforothers.Theoverallprocessneedsto
bedesignedtoanswerquestionsthatareofinteresttotheprogram.Systematicdoesnotmean
etchedinstone.Ifyouneedtochangeyourprocessesand/orcyclesofactivity,thenitshouldbe
done.

From Assessment Planning Flow Chart2004, Gloria M. Rogers, Ph.D., ABET, Inc. (grogers@abet.org) Copyright 2008