Data: Kudos to the data reporters. Numbers can really support your work in assessment. Think about: 

• How do we talk about pre- and post-pandemic results? We know that student behavior changed during the pandemic. Does this apply to your results? 
• Double check your numbers for accuracy. 
• When you report numbers, be complete. Example: if 50% did A and 40% did B, did the other 10 do both? Nothing? Commit but not follow through? 

Assessment is a process 

• Involve the office 
  • One report mentioned that staff got great feedback at the Poster Session and that they were excited to continue this work. Others involved students in analysis.  
• Build on past learning 
• The difference between evaluation and assessment 
  • Evaluation answers “Who are we serving: How many, what demographics, how often, how well.” Evaluation can always be a part of assessment. 
  • Assessment itself is different and answers: “How do we know our programs are having the effect we want for our students?” This is the gold standard of assessment.   

Assessment Map –– This where I got the clearest picture in some cases of what you were doing. But you only need to align with the most appropriate outcomes, not with all of them.  

Be efficient: Please recycle language like mission and department objectives from other places. Also, if you assess for other purposes, like external accreditation, repurpose if you can.