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In this first step, you will identify specific learning outcomes, goals or objectives you aim to achieve through programs or services. These should be clear and measurable. We recommend using the Backward Design framework to create outcomes. ÃÛÌÒÉçÇøx has put together some excellent resources on this topic.

In step 2, select appropriate assessment methods and teaching activities that align with identified objectives. These may include surveys, tests, observations, and other data collection techniques. For more information about this topic, visit the ÃÛÌÒÉçÇøx teaching resources page on the topic of authentic assessment.

In step 3, you will identify expectations for what achieving the outcome will look like and at what level of achievement is acceptable to 'meet' expectations for achievement. For more information about setting benchmarks, take a look at this .

In step 4, data is collected from various sources, including students, faculty, and stakeholders, to measure progress toward the established goals and objectives. This phase involves administering assessments or surveys. To learn more, and for some ideas to get you started, take a look at this list of potential instructional activities curated by ÃÛÌÒÉçÇøx.

The next step involves analyzing collected data to determine the extent to which the established objectives have been met in alignment with the benchmarks that were set in step 3. Analysis should involve examining trends, patterns and variations in the data. This website from has some tips and considerations for this step of the assessment cycle. There are also some excellent data analysis guides that can be found on the .

This step is closely aligned to step 5. Assessment results should be interpreted to gain insights into the strengths and weaknesses of educational programs or services. This phase involves understanding what the data means in the context of the goals of the program, unit, department or institution. Ideally, data interpretation is done collaboratively through discussions with colleagues, employers, students and/or other stakeholders who can help to make meaning of the results, and provide potential ideas for action items to implement to improve outcome achievement.

Based on interpretation of data, the next step is to make informed decisions and take action to improve programs, services, or curricula. This might involve resource allocation, curriculum changes, or enhancements to instructional strategies.

The assessment process is iterative, and often cyclical, with the intent to continuously review and revise goals/objectives and assessment methods to ensure ongoing improvement. Feedback loops are established to monitor progress.