Chapter Six: Measured Outcomes/Objectives

You have now reached the end of your assessment cycle and it is time to measure the results of the learning outcomes/performance objectives.

Collect the Data

The learning outcome/performance objective set will indicate what type of data needs to be collected for measurement. The performance indicator would specify the benchmark that, when met, would signify success.

For example, the Admissions Office may set a performance indicator such as improving the application processing time by two days over the previous year. To measure this objective it would be necessary to track the date that all applications are submitted, processed, and responded to by the Admissions Office. The tracking can be done in an EXCEL or ACCESS spreadsheet or a similar database application. At year-end, the performance indicator of decreasing processing time by two days would be measured against the actual processing time that was tracked during the past year. If the average admissions application was processed in a time frame that was two or more days shorter than the previous year, then the performance indicator was met. If the average admissions application was processed in a time frame that was less than two days shorter than the previous year, then the performance indicator was not met.

Remember:

• Reviewing your objectives with data collection in mind can help you determine if they are adequately specific and measurable.
• Maintain appropriate documentation as supporting evidence of your measured outcome/objective.

Analyzing Results

Once you have reviewed pre-existing data and collected new data, it is time to analyze the results.

Things to Consider When Analyzing Student Learning Outcome data:

• What does the data indicate about students’ mastery of subject matter or skills?
• What does the data indicate about students’ ability after program completion (graduate school or employment)?
• Are there specific areas where student performance is outstanding? Weak?
• Are there indications that point to weaknesses in general education skills (research, critical thinking, writing, etc.)?
• Do you see specific areas where you would like or expect to see higher performance levels?
• What was the most valuable thing learned from the assessment results?
• Was the assessment tool sufficient or does it need to be revised?

Things to Consider When Analyzing Performance Objectives data:

• What do the data indicate about the quality of services provided?
• What do the data indicate about the satisfaction of the client?
• Are there specific areas where performance is outstanding or weak?
• Do you see specific areas where you would like or expect to see higher performance levels?
• What was the most valuable thing learned from the assessment results?
• Was the assessment tool sufficient or does it need revision?