Outcomes Assessment Cycle and Objectives 

Assessment in academic units is ongoing, and the frequency of the assessment should reflect a commitment to the assessment process.  

Assessment plans for each academic year are submitted via Taskstream AMS by May 15. Over the summer, OA staff coordinate the details of courses, key assessments, and rubrics to be used in the assessment plan. Students begin submitting artifacts for assessment in the fall semester. Faculty will evaluate student work after submission. At the end of the spring semester, program leadership will review the aggregate data of the assessment plan and determine recommendations for the following academic year.  

Outcomes Assessment Timeline 

• Program Assessment Plans are updated as curriculum changes are made or as intended outcomes and assessment criteria change based on prior year’s assessment findings. 
• With the transition from the legacy system to the new system, each program’s leadership have been assigned the following for each program: 
  • Review the mission statement for the program 
  • Review the program learning outcomes (PLOs) for the program.  Aim for 3-5 PLOs for each program, 1 for each concentration, and 1 for stand-alone minors 
  • Assign Institutional Learning Outcomes to each PLO 
  • Review the key assessments assigned for each program  
  • Ensure that each PLO will be assessed at the introduced, reinforced, and mastered levels using the same rubric 

• Faculty/instructor evaluations of designated student work in Taskstream (LAT) constitute assessment data and are collected throughout the fall and spring terms. 

• Department faculty meet between spring graduation and May 15^th to review the assessment data, articulate analyses, and identify action plans for their respective academic programs. 

• Completed assessment reports are due from department chairs to assistant and school deans by May 15^th. 

• An “OA Day” is held each May that is run like a workshop and provides faculty with important assessment training. 

• School deans’ executive summary, school assessment report and all major assessment reports are due to the Dean of Outcomes Assessment by July 1^st. 

• The Dean of Outcomes Assessment submits University Annual Outcomes Assessment Report to the Vice President for Academic Affairs by August 1^st. 

Annual Assessment Report 

The annual assessment report is the documentation of activities undertaken annually to assess student learning as outlined in the program assessment plans.   The report contains three sections.  Section one is the activity statement: an explanation of all department activities with respect to improving student learning in the major.  Section two is the intended outcomes and assessment criteria: a description of which program goal(s) were assessed for the major during the academic year and the results of the outcomes activity.  Section three is the analysis and action plans: a description of the analysis of assessment data and action plans for the upcoming academic year.  It is expected that each year’s action plans are updated the following year in section one’s activity statement. 

The annual assessment reporting cycle provides an in-depth look at campus-wide assessment practices.  Goals for the annual cycle and reporting process are to: 

1. Highlight student learning outcomes achievement across Tiffin University 
2. Determine how data are used to guide improvement in curriculum, pedagogy, and practices; and 
3. Determine how to better support program level assessment practices across the university 

The Annual Reporting Cycle Timeline provides a guide for the review, collection, and analysis of outcomes assessment information and data throughout the academic year.   

Higher Learning Commission (HLC)  

The Higher Learning Commission (HLC) conducts a Standard Pathway Comprehensive Evaluation, which includes a  detailed analysis of Outcomes Assessment processes at Tiffin University. To prepare for the Comprehensive Evaluation, an Assurance Argument is drafted by university constituencies that provide analysis and evidence of achievement of HLC’s five Core Components. Specifically, in regards to outcomes assessment, TU provides analysis and evidence to meet Core Component 4.B shown below: 

The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 

1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.  
2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.  
3. The institution uses the information gained from assessment to improve student learning.  
4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.