Communicating

Authentic
Assessment Results
• The final steps of the
Assessment Cycle
involve reporting
assessment results and,
most importantly,
using those results to
make programmatic
changes to improve
student learning.
Reporting Results
• When communicating assessment results, the primary
goal should always be to encourage action. Along
these lines, results have the best chance of being used
when they
• Tell a Meaningful Story

• Be Clear, Concise, and

Compelling

• Prepare for Critics

Data Visualization
• Data visualization refers to the conversion of
data sources into visual representations.
Visualizations can range from simple tables and
graphs, to more complex infographics and
interactive media. Good data visualizations
allow for the communicatation of assessment
results in a way that is more intuitive and more
compelling than traditional mediums.
Use of Results
• We typically draw one of
three conclusions about a
program based on
assessment results: the
program is effective, the
program is conditionally
effective, or the program is
ineffective. In order to draw
these conclusions, we need
quality instruments, a solid
data collection design, and
evidence that the program
was implemented as
planned.
PROGRAM IS EFFECTIVE
• Report and share results

• Consider publishing results

• Expand program; apply for additional funding

• Continue to assess program outcomes and monitor

quality of implementation
PROGRAM IS CONDITIONALLY
EFFECTIVE
• Using implementation fidelity data, focus groups, and
targeted survey questions, investigate for whom and
under what conditions the program is effective

• Change/add to the program based on theory

• Keep the existing program and create

supplementary/additional programming targeted to
specific sub-populations
PROGRAM IS INEFFECTIVE
Implementation Fidelity Issues
• Provide better training for facilitators

• Adjust the program schedule to ensure there is time to

cover all topics (or remove less important topics)

• Add breaks/activities so students stay engaged

• Create an implementation fidelity checklist and have

facilitators rate themselves
Program Theory Failure
• Choose a more plausible theory on which to base the
program

• Choose different activities/interventions that better

align with the theory
Insufficient Program Length/Strength
• Request additional resources to lengthen the
program

• Add additional interventions aligned with theory

• Narrow the focus of program to be more realistic

for a smaller intervention
Learning Improvement
The primary purpose of assessment is to use the results to
make programmatic changes that improve student
learning/development. This learning improvement process
requires practitioners to:

• meaningfully assess student learning/development,

• effectively intervene via theory-based programming, and

• re-assess to verify better learning/development.

Learning Improvement

ASSES INTERVENE RE-ASSES