Annual Assessment Reports

Annual assessment reports can be thought of the second-to-last step in the assessment process, or the "Analyze" step. Reports occur in spring term when the new calendar year begins and are conducted on the calendar year cycle for the previous year. Therefore, they will be distributed to program chairs and academic directors in February in order to analyze data from the previous year. Program chairs and academic directors will be emailed any assessment data from the previous year and instructions on how to complete the report.

The Purpose of Annual Assessment Reports

Several different components go into each assessment report. Within the template, programs are asked several questions to better understand the assessment process within each program. Some of the tasks within the assessment report ask program chairs and academic directors to summarize their assessment findings from the past year, to review their curriculum map and assessment plan, to analyze which program learning outcomes were met, to discuss indirect assessment, to discuss areas of improvement, and to discuss any changes made to the program from last year. All of these questions are important because it helps the program understand where students are exceeding or struggling, perceptions of the program from students and faculty members, and ultimately if changes should be made to the program.

 Overview of Assessment Report Cycle


Assessment is conducted each term for each program.

February of Following Year

Assessment reports for prior year are distributed in LiveText to program chairs and academic directors.


Reports are reviewed by assessment team using report rubrics.


Assessment team meets with committee to return rubrics and plan for next year.

How to Complete an Annual Assessment Report

Instructions specific to each individual program will be emailed to each program chair or academic director; however, the instructions linked below could also be useful to better understand how to navigate LiveText's Assessment Insight System (AIS).

There are a few things to note before getting started with an assessment report:

  • The Assessment Insight System, or AIS, works best with Mozilla Firefox or Google Chrome.
  • If any assessment data was collected for the year in review, it is handy to have this data that was emailed to you out in Excel (by downloading the document in the upper right-hand corner of the Google document) at the same time as completing the report.
  • Please login at using the username and password you created. If you do not have an account, please notify the assessment team.
  • Once you log in, click "AIS" in the upper left-hand corner and you will find your report
  • Always click the green save button at the top right corner of the report before exiting out of the window, otherwise any entered data will be lost.


Annual Assessment Report Best Practices

Section 1: Program Learning Outcomes

Outcomes are clear, specific, formatted properly, and cover all essential areas of the discipline's curriculum, diversity, and the core competencies. Outcomes consistently reflect levels of learning that are appropriate for a student at the point of graduation.

Section 2: Alignment / Curriculum Maps

The curriculum (courses) and relevant co-curriculum are explicitly and intentionally aligned with each outcome. Curriculum map indicates increasing levels of proficiency. Institutional Learning Outcome (ILO) curriculum map shows a clear relationship between the outcomes and the University Mission and ILOs.

Section 3: Assessment Methodology

Assessment approach offers a clear evaluation of student learning in regards to specific Program Learning Outcome(s) Including:

  1. Use of direct and indirect data
  2. Sample size is adequate and reflects student population
  3. Assessing at the point of mastery
  4. Standards of Performance have been established with benchmarks for achievement
  5. Adequate analysis of findings

Section 4: Valid and Reliable Results

  1. Explicit criteria have been developed to assess the level of student attainment of each outcome (rigor)
  2. Uses Livetext tools and validity tests for assessment and data reporting
  3. Rubrics are valid and reliable. Rubrics, have been pilot-tested and refined over time, rubrics have more than 3 categories.
  4. Data has high inter-rater reliability: Rubric grading does not vary drastically between two instructors

Section 4: Core Competency

  1. Core Competency results are discussed with students and faculty.
  2. Department faculty describe reflections and draw conclusions about the results of their students.
  3. Judgements are made about student achievement and standards of performance.
  4. Plans are described for improving student performance.

Section 5: Assessment Plan

Program has a fully-articulated, sustainable, multi-year assessment plan that describes when and how each outcome will be assessed. It outlines in a meaningful way the specific forms of direct, indirect, and authentic evidence that will be gathered to assess each PLO. Standards of performance are clearly stated.

Section 5: Plan for Closing the Loop (CTL)

  1. Annual assessment report draws conclusions and offers a detailed list and discussion of action items.
  2. The report provides specific information on proposed changes.
  3. Evidence justifies changes based on the assessment data.
  4. A clear timeline, and required resources are identified.

Section 5: Implementation of Previous Year's Plan for Closing the Loop

All four elements were incorporated:

  1. Assessment results are used for reflections and changes as stated in previous year's assessment (Closing the Loop).
  2. Evidence of faculty participation in the process.
  3. Changes were implemented.
  4. Follow-up assessment is planned to see if changes have improved student learning.

Section 5: Student Involvement

Students are used in the assessment process. They participated in the planning, development, and interpretation of results. This occurred through focus groups, surveys or a student advisory board.