The resources and information below are provided by the Office of Institutional Research, Effectiveness, & Assessment (OIREA) to support and facilitate the institutional assessment process across all units in UAH.

Purpose

“Assessment is essential not only to guide the development of individual students but also to monitor and continuously improve the quality of programs, inform prospective students and their parents, and provide evidence of accountability to those who pay our way.”– Redesigning Higher Education: Producing Dramatic Gains in Student Learning by Lion F. Gardiner; ASHE-ERIC Higher Education Report Volume 23, No. 7, p. 109.

Tools

OIREA-Planning (formerly Compliance Assist) is the software that the Office of Institutional Research, Effectiveness, and Assessment utilizes to document the ongoing process of institutional assessment. It is one component of a software suite from CampusLabs that can be used for scorecards, 5-year reports, and program review, upon request, in addition to the current uses for outcomes assessment and accreditation.

Assessment Process at UAH

assessment process 2024 

Student Learning and Program Outcome Reporting Requirements (ALL Degrees and Certificate Programs):

Academic degree and certificate program assessment is an ongoing process designed to monitor and improve student learning at the program (e.g., degree or certificate) level. Programs describe their assessment-related activities in annual reports due annually.  Among other things, these reports help programs emphasize how student learning is measured in their program, and discuss any changes in curricula, policy, or programming implemented as a result of these assessment efforts. Academic program assessment does not evaluate individual students, faculty, or courses.

Undergraduate & Graduate degree programs are asked to report on the following:
A total of 3 to 5 student learning outcomes and 2 to 3 program outcomes (formerly known as operational outcomes)

  • All outcomes should be listed in the reporting template along with corresponding measures and achievement levels.
  • Findings and comments on findings should also be included for at least 2 to 3 student learning outcomes and 1 to 2 program outcomes annually.
  • An action plan should be provided for at least one student learning outcome each year, even if all levels of achievement were met.
  • Guidance is to have at least two assessment methods (1 direct and 1 indirect), however, if one direct method is used appropriately, then one measure will be accepted.

Certificate programs are asked to report on the following:
A total of 2 to 4 student learning outcomes and 1 to 2 program outcomes

  • All outcomes should be listed in the reporting template along with corresponding measures and targets.
  • Findings and comments on findings should also be included for at least 1 student learning outcome and 1 program outcome annually.
  • At least one method of assessment is needed.

CATS (Corrective Action Taken Supplement)-Improvement of Student Learning Assessment Reports Documents:

  • Detailed Instructions for Completing the 2023 CATS Report [pdf]
  • CATS Template 2023 [pdf]

SAIR-SLO Assessments for Improvement Report:

  • Additional Guidance and Instructions for Completing SAIRs [pdf]
  • 2023-2024 SAIR Template [pdf]
  • 2024-2025 SAIR Template [pdf] 

PAIR-Program Assessments for Improvement Report:

  • 2023-2024 PAIR Template [pdf]
  • 2024-2025 PAIR Template [pdf] 

Administrative Office Reporting Requirements (Operational Outcomes):

A total of 3 operational outcomes should be provided for all administrative units

  • All outcomes should be listed in the reporting template along with corresponding measures and achievement levels.
  • Findings and comments on findings should also be included for at least 1 operational outcome annually.
  • An action plan should be provided for at least one outcome each year, even if all levels of achievement were met.
  • Guidance is to have at least one assessment method (methods can be direct or indirect), however, a direct method is preferred.

CATS (Corrective Action Taken Supplement)-Improvement of Operational Assessment Reports Documents:

  • Detailed Instructions for Completing the 2024 CATS Report for Operational Outcomes [pdf]
  • CATS Template 2024 Operational Outcomes [pdf]

OPAIR-Operational Program Assessments for Improvement Report:

  • 2023-2024 OPAIR Template [pdf]
  • 2024-2025 OPAIR Template [pdf] 

Other Resources

On the UAH institutional assessment process:

  • Handout-UAH Action Planning and Closing the Loop [pdf]
  • Handout-UAH Appropriate Measures for Student Learning vs Program Outcomes [pdf]
  • Handout-UAH Difference Between Student and Program Outcomes [pdf]
  • Handout-UAH Why do Assessments and Requirements [pdf]
  • Required Components for Supplemental Documents for Assessment Reports [pdf]

On using OIREA-Planning:

  • Different Assessment Methods [pdf]
  • Sampling and Statistics [pdf]
  • Rubrics [pdf]
  • User Guide For OIREA-Planning [pdf]
  • Quick Start Guide For OIREA-Planning [pdf]

On best practices in assessment in general:

  • Principles Of Good Practice For Assessing Student Learning By AAHE [pdf]
  • SLO Good Examples [pdf]
  • OPO Good Examples [pdf]

Leadership

UAH Structure of Assessment Reports-Leadership Oversight [pdf]

The Office of Institutional Research and Assessment reports to the Associate Provost, and in turn, to the Provost for overall leadership and oversight of the institutional assessment process. The Assessment Peer Review Committee provides feedback to units on their annual assessment reports through the Peer Review Process and recommends changes to the overall assessment process and tools. The organizational structure of assessment is through each degree program and administrative unit as listed on the organizational chart. 

Training

Training is provided annually through the OIREA office.  However, if you are new to assessment, feel free to reach out and we will provide immediate training as needed. 

Timeline

Assessments for academic and administrative units will be due September 1 each year unless stated otherwise. This is a change from prior years. Please make note of this change.

Questions

Contact Dr. Suzanne Simpson (Assistant Provost, Institutional Research, Effectiveness, and Assessment) or Ms. Misty McFadden (Associate Director of Institutional Research, Effectiveness, and Assessment).