COE Data Analysis Process Tool

COE Data Analysis Process Tool

Plan – Analyze the data and develop action steps.

Do – Implement improvement strategies identified in action steps.
Study – Gather and analyze the new data to determine effectiveness of initial implementation.
Evaluate and recommend next steps.
Act – Expand or revise strategies based on analysis of the new data.

Process for Using This Tool:

1. Division chairs will share the data with the division.
2. Analyze and record key assessment data as soon as they become available for three cycles using
the charts below.
3. During each data analysis cycle, answer at least one question from Section 1 and Section 2
below; this will ensure the division conducts a thorough review by the end of the third cycle.
4. Division “Microsoft Teams” will be used to house the data and the tool.
5. Blackboard will be used to share professional resources and develop a forum for data-driven
decisions that drive continual improvement.

Division:

Program:

Academic Year:

To ensure interpretations of data are valid and consistent, quality assurance includes cumulative,
relevant, and actionable measures.

Step 1: Complete the chart below based on the key assessment data you analyzed.
The data are cumulative (successive administrations/3 cycles of data).

CYCLE 1: Term __________

Title of Key Assessment Analysis of Findings—Strengths Analysis of Findings—Areas for
Growth

CYCLE 2: Term__________
Title of Key Assessment Analysis of Findings—Strengths Analysis of Findings—Areas for
Growth

4.23
CYCLE 3: Term__________
Title of Key Assessment Analysis of Findings—Strengths Analysis of Findings—Areas for
Growth

Step 2: Base your responses to the questions below (from the CUC Advanced Level Programs Phase in
Plan 5) on the data from each of the assessments you listed.

Section 1 The data are relevant: A clear link between what is being measured and what your division
intends to measure.

1.1 What do assessment results indicate about the extent to which course curriculum and experiences
prepared candidates for what was assessed?

1.2 To what extent is the assessment clear and explicit about the expectations for candidate
proficiencies in relation to standards?

1.3 How effectively were expectations conveyed in the assessment’s narrative description provided in
advance of the assessment?

Section 2 The data are actionable: A clear link between the measure and the action taken as a result of
this measure.

2.1 What do the assessment results reveal about underlying patterns of strength and areas of growth
within programs or about populations who could be served more effectively?

2.2 What do the assessment results you wrote about in 2.1 tell you about potential interventions for
students, as well as assessment, course, and/or program-level improvements?

Interventions for Student Populations

Explain:

Action Steps:

Assessment-level Improvements

Explain:

Action Steps:

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Course-level Improvements

Explain:

Action Steps:

Program-level Improvements

Explain:

Action Steps:

2.3 What are the clear standards of comparison for the interpretation of this measure? (Measures can
be compared across programs, against peers, against established “best practices,” against established
goals, against national or state norms, or over time.)

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