Assessment Cycle/Year* Assessment Coordinator's Email*

Department* Assessment Coordinator's Preferred Phone

Program

(B.A., B.S., B.A./minor, B.S./minor, etc.)

Administrative Unit Director*

(Chair, vice president, etc. who receives assessment updates)

Assessment Contact/Coordinator (Name, Title)*

(Might be chair, director, or other designee)

***Annual Assessment Form***

Please use this form to provide a thorough appraisal of your area's effectiveness during the period specified. For questions or concerns, contact the

Office of Institutional Research and Effectiveness at (404) 215-2647 or data@morehouse.edu.

Part I - Program Information

Does this program follow specialized accreditation standards (e.g., AACSB, ACS, etc.)?*YesNo

Name of the accrediting organization

Date of last program review for the accrediting organization (month/year)

Date of next program review for accreditation (month/year)

Department/Program Mission Statement:*

Outcome #1* Outcome #1 - Assessment Method(s) and Performance

Target(s)*

Part II - Assessment PlanEnter the number of program goals or student learning outcomes (SLOs) that were assessed in the current cycle. As a general guideline,

three to five outcomes are usually adequate for showing program improvement; however, each goal or SLO need NOT be assessed every

year.*

(You need at minimum one [1] outcome.)

Enter the program goals or student learning outcomes that were assessed in the current cycle. Enter the assessment methods and targeted

performance for each outcome.

Relevant Considerations:

Student Learning Outcomes (SLOs) Student learning outcomes focus on what students will know and be able to do when they successfully complete their particular academicprogram at Morehouse College. SLOs typically concern (1) knowledge/understandings, (2) skills/competencies/abilities, or (3)attitudes/values/dispositions that students are expected to acquire through the program, and they should align with the program andinstitutional mission statement. They should be specific, measurable, and student-centered; be stated with clarity, using precise verbs; andidentify which students are to be assessed.

Program Goals For institutional assessment purposes, goals are statements about the key work of the program. Goals are typically more broad and generalthan learning outcomes and focus on activities in which program faculty, staff, and administrators engage.

Assessment Methods How will the outcome be measured? Who will be assesse, when, and how often? A single method may be used to assess more than onegoal or SLO and each goal or SLO may be assessed by more than one method. However, at least one direct method (e.g., capstoneprojects, portfolio reviews, embedded assessments, standardized tests, essays, presentations) should be assessed for each SLO. Coursegrades may NOT be used.

Performance Targets How well should students be able to do on the assessment? Targets should challenge students but also reflect varying levels of studentability. They should be consistent with the rubric or other measurement devices used to assess each SLO. An explanation or justification forthe choice of targets should be provided whenever possible.

A curriculum map helps to ensure that goals and SLOs are sufficiently covered by course offerings and by the assessment activities planned

in those courses. Please upload a curriculum map for your program.*

For help with curriculum mapping, please refer to the Morehouse College Assessment Guide.

Part III - Assessment Findings

For each goal/SLO assessed, summarize the data collected and principal findings. The findings should relate directly to the outcome

assessed, method(s) of assessment, and the performance target(s). Findings should also provide information that is potentially useful for informing

program improvements.

Relevant Considerations:

Discuss the significance of the findings in light of the performance target(s), findings from previous years, recent changes in the program,

and/or the assessment process, etc.

What did you learn from the assessment? Or, what do the data show?

What strengths and weaknesses do the findings reveal about the program and/or the assessment process?

What impact have recent program changes had on student learning (indicate those changes that resulted from previous assessment

findings)

What impact have recent changes in the assessment process had on the quality and usefulness of the findings?

Outcome #1 - Assessment Findings*

Part IV - Use of Results for Program Improvement(Action Plans)For each program goal or SLO, describe any changes in the program and/or the assessment process that are planned or being implemented in

response to this year's assessment findings. Be as specific as possible with regard to the nature and timing of changes to be made as well as their

linkages to the assessment findings. Also summarize the status of previous years' action plans.

Relevant questions to address in this section might include:

Are different assessment methods needed?

Do performance targets need to be increased or lowered?

Are curricular changes needed in the program?

Is professional development needed for faculty/staff in the program?

Do program goals or student learning outcomes need to be revised?

Do rubrics need to be revised?

Are additional resources required?

Outcome #1 - Use of Results for Improvement*

File #1 File #4 File #7

File #2 File #5 File #8

File #3 File #6 File #9

Part V - Supporting DocumentsPlease use this section to provide additional comments and to upload any documents (e.g., descriptions of assessment methods, rubrics,detailed assessment findings, etc.) to supplement your report form. When uploading documents, please use clear, descriptive file namesand document titles/headings so that we will know the intent of the document.

Additional Comments

Upload up to nine (9) files as necessary...