and evaluated with a structured rubric. Upon completion of the semester, data in the forms of rubric scores and/or qualitative feedback are recorded on a spreadsheet template and submitted for analysis. Additionally, faculty members review and provide feedback on the data by responding to reflection questions like:
• How will the data inform your teaching as you prepare for the upcoming semester? (O’Dell, 2009)
• Does the team plan to include additional assignments (graded and nongraded) for assessment?
Once all data and feedback is gathered, an annual report of student learning is written and submitted to the Office of Assessment … and the process begins again! As a School we desire to continue to challenge ourselves to conduct assessment and use the data in a meaningful way. This involves prioritizing involvement in intentional professional development opportunities around student learning, student development, and assessment and evaluation strategies.
• After reviewing the data, do you have any concerns with the findings? If so, what adjustments, if any, do you plan to make to address the concerns?
To further illustrate the impending assessment or evaluative initiative coming to a “theater near you,” allow me
• Does the team plan to make any changes to the assessment assignment? If so, what changes?