SAAC PLO Assessment Report Template
To obtain the Word document, please contact assessment@bgsu.edu.
Bowling Green State University Student Achievement Assessment Committee (SAAC)
Program Learning Outcome (PLO) Assessment Report Template
Program:
Academic Year (Summer, Fall, and Spring):
Submitted By (Name & Date):
Please indicate the names of the faculty who were involved with this report:
Method & Procedure – Complete the table below. The first row, after the header, is an example in italics.
|
List the Program Learning Outcome(s) (PLOs). |
Provide information about who completed the assessment for the corresponding program learning outcome. Indicate the # of students who completed the assessment and note class level and any other information that would be helpful to the reviewer, such as majors only. |
Provide the course(s) used to assess the corresponding PLO. |
Indicate if the assessment is direct (preferred) or indirect. Direct measures assess student achievement of the PLOs (e.g., projects, papers, exams, portfolio, etc.). Indirect measures assess thoughts about PLOs (e.g., surveys or focus groups). |
Indicate if the data are collected within a capstone class/assignment. A capstone is a culminating experience that integrates and applies learning. |
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Example PLO1 - Upon completion of the degree, students are expected to be able to: Evaluate ethical frameworks for the field. |
200; juniors and sophomores; majors only |
COUR 3010 |
Direct |
No |
Explanation – Provide a concise description of the assessment(s) and rubric(s) and their alignment with the program learning outcome(s). You can attach copies of the assessments and/or rubrics.
Expectations for Student Achievement and Results – In the table, provide the results of each assessment method by reporting how well students performed in relation to the target level of achievement. The first row, after the header, is an example in italics. Please note that this table uses a mastery scale. If you are using a developmental scale, please adjust the table accordingly and indicate the scale you used.
*Please note that “Met Expectations” does not include the number of “Exceeded Expectations”; please report each separately. The percentages for “Did Not Meet”, “Met”, and “Exceeded Expectations” should total 100%.
|
List the Program Learning Outcome(s) (PLOs). |
Expectations for Student Achievement: Indicate the target level of achievement, goals, or standards used for each measure or assessment. |
Results: % and # Did Not Meet Expectations |
Results: % and # Met Expectations* |
Results - % and # Exceeded Expectations |
|
Example PLO1 - Upon completion of the degree, students are expected to be able to: Evaluate ethical frameworks for the field. |
We expect that 80% of students will achieve the PLO by clearly evaluating ethical frameworks as noted by the rubric. |
20% n=40 |
65% n=130 |
15% n=30 |
The results are for continuous improvement purposes. You may include tables, charts, or other visuals to highlight key findings, as appropriate. Each program has the option of using rubrics in Canvas to assess Program Learning Outcomes. If Canvas is used to collect assessment data, the Office of Academic Assessment can, upon request, pull program assessment reports. Please contact Dr. Jessica Turos, Associate Director of Academic Assessment, jmturos@bgsu.edu, if you are interested in using Canvas as a collection method for program assessment data.
Actions Taken/Closing the Loop
1. To help provide context, what circumstances (for example, compliance, staffing, curricular, timing, learning environment, student factors, etc.) during the past year impacted the delivery and/or assessment of your program learning outcomes?
2. Describe how the results have been shared and discussed with program faculty (and/or faculty in related disciplines or other internal/external program stakeholders, if applicable).
3. What next steps will be taken based on the assessment results? (for example, course design and delivery, assessment, student support, etc.)? And how will program faculty be involved?
4. How do these assessment results help you tell your story to students, employers, community partners, and/or BGSU? How have you discussed, or plan to discuss, assessment and/or curricular changes?
5. What changes, if any, did you make to program learning outcomes, assessment, and/or pedagogy based on the previous SAAC and/or external review (for example, program review/specialized accreditation) feedback? Explain how the assessment results in this report reflect those changes.
6. How can we improve this assessment reporting process?
Updated: 04/23/2026 01:23PM