ANALYSIS OF

ASSESSMENT STATUS OF
LEARNERS REQUISITION
OF MOST ESSENTIAL
LEARNING
COMPETENCIES (MELCS)
FOR THE FIRST QUARTER
 Analyzing and
Reporting
Assessment Results
 Anassessment plan’s value to the
department lies in the evidence if
others about overall department or
program strengths and weaknesses,
and in the evidence it provides for
change (Wright, 1991)
The Best Ways to Analyze
and Interpret Assessment
Information
► Present the data in relation to the program’s identified goals
and objectives
► Use qualitative and quantitative methods to present a well-
balanced picture of the assessment goals and driving questions
► Vary your analysis and reporting procedures according to
identified audiences (accreditors, campus report, etc.)
► Develop recommendations based on the analysis of data and
using identified goals as a framework within which to
accomplish suggested changes
Considerthe Extent to
Which Your Findings Can
Help You Answer the
Following Questions:
 What does the data say about students’ mastery of
subject matter, research skills, or writing?
 What does it say about benchmark expectations?
 What does the data say about your students’
preparation for the second/next quarter?
 Are there areas where your students are outstanding?
 Do you see weakness in any particular skills, such as
research or critical thinking skills?
If
your assessment
information can shed light on
these issues, the value of
your efforts will become all
the more apparent.
 Sayfor instance, data collected
from the assessment of student
performance in a capstone course
should be used to identify areas of
strength and weaknesses in student
“across the students’ entire
experience in the major”.
Thedata should NOT be
used to evaluate the
performance of the
capstone course instructor.
 Preparing Effective
Assessment Plans and
Reports

at its most basic, your
report should have enough
information to answer the
basic questions:
 What did you do?
 Why did you do it?
 What did you find?
 How will you use it?
 Whatis your evaluation of the
assessment itself?
 Format of the
Assessment Plans and
Reports
 Thereality is that a program rarely
has just one purpose for engaging
in assessment. Therefore, you may
want to develop reports that are
tailored specifically to the
audiences you need to address.
Formal Reports
 Contents

► A brief description of why the assessment

activity was undertaken
► A brief description of the major, goals,
objectives, and intended learning outcomes
► An explanation of how the analysis was
done and what methodology was used
 ► A presentation of major findings
► A discussion of how results are being used for program
investment
► An evaluation of the assessment plan/process itself
► An outline of next steps (Programmatic, curricular, and
assessment related)
► An appendix containing a curriculum analysis matrix,
relevant assignments and outcomes, data collection
methods, and other information or materials as appropriate
 Byhighlighting the main points and
significant results, you can convey
in a concise manner what you were
trying to accomplish, what you did
and did not accomplish, and what
changes you will implement as a
result.
 ACTION PLAN/CATCH UP PLAN

Least Learned Learning Percentage of Learners Interventions Remarks

Competencies

Note: In this session, the participants need to accomplish the first and second
column of the Action Plan.
Adapted from:
PROGRAM Based Review and Assessment

Tools and Techniques for Program Improvement

University of Massachusetts Amherst
 “Each human deserves dignity,
respect, and excellent medical care.
Giving back to the profession ensures
that our GREAT CARE
CONTINUES.”
- Christopher White, MC, LAT, ATC
- Athletic Training Service Award
Thank You !
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