Closing the Loop

Using the Evaluation Results

Evaluation and a determination of how well the course/program/service area/unit outcomes were achieved can only occur when you are able to compare the actual data to determine how well the course/program/service area/unit achieved its goals. If the results were below expectations on an outcome, you should be able to “drill down” into the measurement process and tools to determine where improvements could be introduced.

Evaluation could lead to changes in many aspects of a course/ program/service area/unit. Consequently, it is important that the tools and methods used provide the capability to identify accurately the practices that need improvement. Don’t forget to ask the students or those benefiting from the service you provide; they experienced the assessment plan and can give the “inside out” point of view that those assessing may not be able to see.

Upon implementation of changes, the entire assessment cycle starts again. A carefully developed assessment plan can likely be used to measure the impact of the changes. However, for a number of different reasons, it may be necessary to make modifications in the plan. The end of the cycle is a perfect time to design changes for implementation in the next cycle. A well-designed assessment plan and careful evaluation of the results enables faculty/staff/administrators to make targeted improvements or affirm current practices efficiently and effectively.

Closing the Loop

Closing the Loop is part of the continuous cycle of collecting assessment results, evaluating them, using the evaluations to identify actions that will improve student learning, implementing those actions, and then cycling back to collecting assessment results. This is where reflection and robust discussion translate into program and course enrichment, and the potential for outcomes assessment is realized. 

Communicate Conclusions

Communicating your results to the campus community demonstrates that the course/program/service area/unit has been developed with the best interest of the students or those it serves in mind. The accrediting bodies, future employers of your students, high school seniors and other prospective students, as well as the community at large may also find your results informative. The mid cycle check in (3 years) and the final reporting out at the end of the six-year timeline needs to tell what happened, why it happened that way, what the faculty learned from it, and what it intends to do differently to improve student learning.