About the AAPAR Service:
The Annual Academic Program Assessment database is available to faculty and staff who have assigned accounts. Contact your department chair or program assessment coordinator to be given editing capabilities in the service.

The reports are living documents and are intended to provide a record of ongoing academic program assessment for university accreditation compliance, professional program accreditation, UB comprehensive program review, and act as a resource for institutional, program and academic strategic planning. We recommend program committees regularly update assessment reports as part of their regular work to keep their report up-to-date and reduce the need to organize a specialized review prior to the annual reporting deadline.

Annual assessment report deadline and requirements:
Each year, the program coordinator must submit a report detailing the assessment activities for the year, including results and identified improvements. Assessment reports are due annually by the last day of October.

In order to ensure compliance with the Middle States Commission on Higher Education's accrediting standards, all academic programs should assess at least one learning outcome per year, with the entire set of program learning outcomes being scheduled for assessment in a five year cycle. A five year cycle of assessment helps ensure that programs are in compliance with either external program accreditation and or Comprehensive Program Review (CPR).

Program Reporting Work Reduction:
Regular review and update of program assessment reports will reduce the work load required to complete reports by the annual September due date. The recommended practice is to include review of program assessment reports at regular department chair and program coordination meetings.

Program Learning Outcome
A learning outcome is a statement that defines what knowledge and skills students will be assessed for when they complete a study - what students will know and be able to do because they have completed a program. While a student learning outcome (SLO) can be measured at many levels: course (CLO), program (PLO), and institutional (ILO); for the purposes of the AAPAR student learning outcomes are measured at the program level.

Systematic and periodic course and program assessment with thoughtful review of results helps ensure that the university is meeting its goals for academic excellence and a transformative student experience.  The Office of Curriculum, Assessment and Teaching Transformation provides leadership and oversight for assessment of student learning at UB.

Editing A Program Learning Outcome
AAPAR has coordinated display of program learning outcomes with the "UB Degree & Course Catalog" website. You will continue to report on program learning outcome assessment through AAPAR, but edits to program learning outcomes must be submitted through the "UB Degree & Course Catalog" website.

How to change a Program Learning Outcome
All changes to program learning outcomes must be submitted through the "UB Degree & Course Catalog" website. These changes include the following:

• Edits to existing outcome wording
• Adding new outcomes to a program
• Removing an outcome from a program

How to report on program learning outcomes assessment
AAPAR continues to be where assessment of program learning outcomes is reported. To view or report on a program learning outcome

• Open the program department from your AAPAR user dashboard
• Open the program report from the department dashboard
• Open the learning outcomes section
• Open the outcome you wish to update to display editing options.

Assessment Method
How the outcome will be measured. Who will be assessed, when, and how often: Student learning outcomes have been written for this program. However, they are not written in terms of what students will know or be able to do as a result of successfully completing the program or they are not clearly measurable. Measurable PLOs have been written in terms of what students will know or be able to do as a result of completing the program. The statement of PLOs is publicly available. The PLOs are measurable and also transparently consistent with the sponsoring department’s/school’s mission and goals. The statement of PLOs is publicly available and incorporated into program-specific publications, including web-based and hard copy, for students.

Statement of PLOs
Publishing PLOs (while part of the MSCHE requirements) is a recommended activity but is not yet tracked in the UB AAPAR.  This requirement will become part of AAPAR reporting during the 2021-22 reporting cycle.

Success Criteria
The level of performance which represents mastery and what proportion of students should be achieving mastery: Assessment of student learning outcomes takes place on an established schedule, and all PLOs are assessed. Most of the outcomes incorporate the use of direct measures of learning and some may include indirect measures. Direct measures of learning are used to assess each PLO and these are consistently supplemented by indirect measures, as appropriate. All PLOs are assessed on an established schedule.

Direct and Indirect Measures
Direct assessments collect evidence of student learning or achievement directly from students and the works that they submit such as:

• Capstone Course Evaluation;
• Course-Embedded Assessment;
• Faculty Generated Tests and Examinations that collect work samples;
• Commercially Produced Standardized Tests and Examinations;
• Portfolio Evaluation;
• Pre-Test/Post-Test Evaluation; and
• Video And Audio Evaluation.

Indirect assessments are analysis of reported perceptions, provided by students, faculty, third parties or other vehicles or proxies such as:

• Standardized testing;
• Student Surveying and Exit Interviewing;
• Co-Op and Internship Employer Surveying;
• Curriculum and Syllabus Analysis;
• Test and Assessment Vehicle Reports, and
• Course Evaluations.

Assessment Findings
The assessment results and what they show about student learning: Assessment results are collected and recorded in a place accessible by program faculty and administrators, but there is no evidence that faculty are considering the results for the purpose of program modification and improvement. Assessment results are accessible and consistently considered by program faculty. In addition, conclusions and recommendations based on consideration of assessment results are regularly shared with administrators and/or in public forums.

Faculty Consideration
Public statement of PLOs and consistent consideration of assessment results by program faculty (while part of the MSCHE requirements) is not yet required in the UB AAPAR. This requirement will become part of AAPAR reporting during the 2021-22 reporting cycle. These activities could be reported in the PLO actions based on findings report field or in the planning section of the program assessment report.

Actions Based On Findings
A brief description of actions that will be taken to improve the program or courses in the program baseed on the assessment findings: Assessment data are examined when considering program improvements. Program modification is not guided by the goal to improve learning assessment results. Assessment results are regularly examined and there is evidence the results have served as the basis of program modifications designed to improve learning assessment results.

UB ILO Mapping
A list of institutional learning outcomes (ILO) that map to this learning outcome: All program PLOs are linked to university ILOs and a clear and specific depiction of how the PLOs contribute to the fulfillment of ILOs exists. Appropriate detail about the ILOs linked to a PLO should be included in the methods and criteria sections for that PLO.

Course Mapping
A list of courses from this program that directly address this learning outcome: A comprehensive curriculum map has been created showing clear linkages between all PLOs and programmatic requirements. The curriculum map also shows progressions, as appropriate to the program, from introduction to mastery of PLOs and ties these progressions to successive course requirements. Appropriate detail about the courses linked to a PLO should be included in the methods and criteria sections for that PLO.

Academic Experience Mapping
A mapping of academic experiences, real-world-practical knowledge students engaged in during a curricular or extra-curricular activity, that can be show to impact the learning outcomes for this program. Appropriate detail about the experiences linked to a PLO should be included in the methods and criteria sections for that PLO.

Experience mapping is an optional new feature, is not included in completion statistics or dashboard reporting, and is not required for curriculum mapping.

Menu of Academic Experiences:

• CS: Case Study
• CAJ: Community Advocacy - Social Justice
• CSV: Community Service - Volunteering
• CA: Cooperative - Apprenticeships
• DTI: Design Thinking - Innovation
• EBI: Entrepreneurship - Business Incubator
• FE: Field Experience
• IF: Internships - Fellowships
• IP: Integrative Practice
• LT: Labs - Tinkering
• LE: Lived Experiences
• PPC: Performance - Presentation - Creativity
• PCP: Practica - Clinical Placement
• RA: Research-Applied
• RC: Research-Community
• RM: Research-Mentored
• RU: Research-Undergraduate
• RP: Residency - Proprietorships
• SGR: Simulations - Gaming - Role Playing
• SV: Service - Volunteering
• SA: Study Abroad

Curriculum Mapping and Degrees of Learning

• I - Introduced: Learning outcome is introduced with some emphasis and a degree of learning intended to introduce basic knowledge, facts, concept, and/or ideas that support the learning outcome, but is not assessed.
• R - Reinforced: Learning outcome is reinforced with moderate emphasis, an opportunity to practice, and a degree of learning intended to strengthen and support the development of knowledge relevant to the learning outcome, but is not assessed.
• M - Mastered: Learning outcome is presented with a degree of learning intended to show achievement of the outcome, mastery at the senior or exit level, but is not assessed.
• IA - Introduced and Assessed: Learning outcome is introduced with some emphasis and a degree of learning intended to introduce basic knowledge, facts, concept, and/or ideas that support the learning outcome, and assessment evidence is collected.
• RA - Reinforced and Assessed: Learning outcome is reinforced with moderate emphasis, an opportunity to practice, and a degree of learning intended to strengthen and support the development of knowledge relevant to the learning outcome, and assessment evidence is collected.
• MA - Mastered and Assessed: Learning outcome is presented with a degree of learning intended to show achievement of the outcome, mastery at the senior or exit level, and assessment evidence is collected.

Thinking About Curriculum Mapping
Mapped institutional outcomes, courses, and academic experiences should be selected based on curriculum design and at least one course, and where appropriate learning experience, should be mapped to each PLO. In some cases mapping all courses or academic experiences in a curriculum may not be desirable – instead mapping a representational set of courses and experiences that align with PLO assessment methods and criteria is recommended. Please contact your Assessment Council Representative and Educational Effectiveness Liaison to discuss your course mapping questions.

ASSESSMENT RESOURCES

UB DEGREE & COURSE CATALOG

EDITING COURSE MAPPING

DOWNLOAD COURSE MAPPING WORKSHEET

INSTITUTIONAL LEARNING OUTCOMES

CONTACT UAC REPRESENTATIVE AND EDUCATIONAL EFFECTIVENESS LIAISON

Primary Assessed Program:
The primary program sets the learning outcomes that all associated programs are assessed against.
The programs and advanced certificates listed in the AAPAR service have been approved through the appropriate undergraduate or graduate new and revised program approval process. Program and degree listings within AAPAR are informed by results of the program approval process.

Program Title and Degree Listing:
It is the policy of AAPAR to list programs and degrees using the official program title and degree abbreviation provided through SUNY SED.

Request A Change to Title or Degree:
If you find that a primary program or associated program has a title or degree that is listed incorrectly please use the edit icon next to that listing to submit a change request. All change requests will be confirmed with the appropriate resource and a staff member will respond with details.

Associated Programs:
Programs that are assessed using the learning outcomes of a primary program.

Types of associated programs listed in this tool are:

• Certificate of Advanced Study (CAS): a study in a particular topic without intent to pursue research.
• Combined: a program resulting in more than one degree (e.g. BA/MA or MA/CAS). May be SED-registered or locally-approved.
• Various Combined: programs that combine various degree programs in a customizable, ad-hoc manner (e.g. Medical Scientist Training program, Special Studies)
• Concentration: a specialized area of study consisted of a coordinated grouping of courses. May be SED-registered or informal
• Format: An alternative format of study (e.g. hybrid, online). Must have distance-learning approval from SED.
• Non-degree Program: programs that do not result in a degree award (e.g. internships, residencies, continued education).
• Subject Area: programs that address a specific subject area of a primary program.
• Track: a sequence of study determined by either (1) admissions criteria (e.g. doctoral/post-MS or first professional/post-BS), or (2) certification goals (e.g. resulting in NYS teacher certification or not), or (3) length or intensity of program (e.g. part-time, full-time). May be SED-registered or informal.
• UBTeach Combined: a program administered by the Graduate School of Education combining a content-oriented BA with a related EdM degree that results in NYS teacher certification.

Not all programs listed will have associated programs. When associated programs are listed the listing is displayed in the following manner: Program Title - Degree Abbreviation - Additional Program Area and Type. If you find that a program listed as an associated program should be elevated to a primary program with its own set of learning outcomes, or you note that a program is missing from the associated listing, or should be demoted from a primary program to an associated program, please use the an associated program edit icon to request a change.

Reporting on Residencies, Fellowships, Internships, and Preceptorship
These kinds of activities, even if they are assessed specifically for professional accreditation, are really methods of assessment for a larger program. If a residency/fellowship/preceptorship/internship was a program it would have an SED associated with it and grant a degree or certificate of advanced study. The following are methods for including a a residency/fellowship/proprietorship/internship  into your program assessment report:

• Associated Program: the residency/fellowship/preceptorship/internship could be added as an associated program under the primary program.
• Assessment Method: the residency/fellowship/preceptorship/internship could be added as a method of assessment, measured by associated criterions, reported in an outcome of the primary program assessment report.
• Course Mapping: the residency/fellowship/proprietorship/internship could be mapped as a course to an outcome of the primary program assessment report and reported on in the assessment findings.
• Academic Experience: the residency/fellowship/preceptorship/internship could be added as an academic experience for an outcome of the primary program assessment report and reported on in the assessment findings.

AAPAR NEW PROGRAM SUBMISSION FORM

GRADUATE PROGRAMS – NEW DEGREE PROGRAM PROPOSAL

UNDERGRADUATE PROGRAMS - CURRICULUM MANAGEMENT

The AAPAR is provided as a place to report on program learning assessment activities and to manage clarifying updates to program learning outcomes and the dimensions by which they are measured. Substantial alterations that alter the learning outcomes of the program such that the program is no longer targeting or assessing the same learning should first go through the appropriate undergraduate or graduate program change processes. Please contact your University Assessment Council(UAC) Representative and Educational Effectiveness Liaison if you have questions about program or learning outcome alterations.

UNDERGRADUATE EDUCATION–DEVELOPING OR CHANGING PROGRAMS

GRADUATE SCHOOL–REVISE EXISTING PROGRAMS

CONTACT UAC REPRESENTATIVE AND EDUCATIONAL EFFECTIVENESS LIAISON

Required UB Affiliation
You must be a UB faculty or staff member to access the AAPAR web application. If you are not UB faculty or staff but feel you should have access to the AAPAR web application, contact the Program Chair or administrative support person, department Institutional Assessment Council representative (IAC), or Program Assessment Coordinator (PAC) who wishes you to have access and have them contact their CATT Assessment Liaison (see link beow).

Registering With AAPAR
Any faculty or staff who tries to login to AAPAR will be directed to a register page if they do not have and active account. A person must register with AAPAR before they can be given department or program report editing privileges. Once a registration is completed the user will be redirected to their user dashboard. A registration provides access to the AAPAR service, it does not assign department or program access.

Access to AAPAR Department and Program Reports
Once registered with AAPAR a user can be assigned editor roles, at the department or program level, by any user that has editing rights for that department or program report. Contact the program chair, department administrative support person, Institutional Assessment Council (IAC)representative, or Program Assessment Coordinator to be given editor status for that department or program report.
MORE ABOUT DEPARTMENT AND PROGRAM EDITOR ROLES

CONTACT UAC REPRESENTATIVE AND CATT LIAISON

The AAPAR web application is optimized for viewing and editing on desktop and tablet web browsers. The service can be viewed and operated on smart-phone and other web-capable devices; however, for your best viewing and editing experience we recommend use of desktop and tablet web browsers.

Data Fields in the interface
Each field in the AAPAR data has been configured to hold as concise a piece of data as possible so display of data in the user interface can be consistent and provide users with a common set of display and editing expectations.

The About Page
General details and information about the service are displayed here.

Program Report User Dashboard
The dashboard provides a set of user tools for accessing the AAPAR service. Listed on the dashboard are:

Service Access Details

• Service Alerts: details about the operational state of the AAPAR will be displayed here.
• Access Responsibility: details about conditions and responsibilities associated with being an editor in this service.

Submitted Requests
This section will display and provide updates on any help requests that have submitted through the interface. If no help requests have been submitted then this section will not display.

Units and Departments You have Access To
When the service is available this section displays units and departments which the user has been assigned program reports in. If a user does not see a department that should be assigned to them, then contact the department chair or program assessment coordinator to have the user added.

Program Report Department Homepage
The department homepage displays general department details and a listing of the programs within the department the user has been been assigned to. If a user does not see a program that should be assigned to them, then contact the department chair or program assessment coordinator to have the user added.

Program Report
Assessment reporting is completed using the program report page. Each of the report areas and the fields within them are individually editable.

The following icons are tools that allow you to interact with page items in AAPAR reports.

• Display Item Selecting this icon will display the content below the page item the icon is displayed near.
• Hide Item Selecting this icon will hide the content displayed by selecting a 'Display Item' icon.
• Show Help for Item Selecting this icon will pop-up information window on the page item the icon appears near.
• Edit Item Selecting this icon will pop-up an editing window for the page item the icon appears near.
• Item Request Selecting this icon will pop-up a request window for the page item the icon appears near.
• Open Item Selecting this icon will open the page item in a new window or download it if it is a document.
• Command Button Selecting a command button will process the command displayed in the button oval.

Optimized For Tablet and Desktop
The AAPAR web application is optimized for viewing and editing on desktop and tablet web browsers. The service can be viewed and operated on smart-phone and other web-capable devices; however, for your best viewing and editing experience we recommend use of desktop and tablet web browsers.

When composing new content or completing large updates:

• Open AAPAR and navigate to item.
• Select the edit icon next to the item.
• Copy item from AAPAR editing field and paste into a text editor.
• Compose edits and new content in text editor.
• When composition/edits are complete copy content from text editor.
• Refresh page in AAPAR and navigate to item.
• Select the edit icon next to the item.
• Paste updated content into editing field.
• Submit edits.
• Follow any instructions.

When making short edits and grammar corrections:

• Navigate to current item to update in AAPAR.
• Select the edit icon next to the item.
• Make short edit directly in editing field.
• Submit edits.
• Follow any instructions.

Common Problems:

• Connection to server times out or is otherwise lost. If you made edits, copy text from edit area and reload webpage. Otherwise reload webpage.
• Pasted text has illegal characters. These characters are replace with a place holder text. Locate place holder text and type in new characters.
• Pasted text is too long. Edit text to comply with length requirement.

The AAPAR web-app is optimized to allow for printing/exporting using tools installed in all major web browsers.

You can print or export using the following steps:

• Login to the AAPAR
• Navigate to the department home page or program report you would like to print or export.
• Expand or collapse sections of the page, using the or icon, that you would like to print or export.
• Desktop Printing or Exporting: From your web browsers main menu choose the 'Print' option or type the 'Print' command from your keyboard. In the print dialog box choose the printer you would like to print to or the “save as PDF” option, if you would like to export a PDF, and choose a location to save the file to.
• Tablet or Mobile Printing or Exporting: From the web browser menu or option bar choose the 'Print' option and follow prompts to select a printer. To export the page as a PDF 'long-press' or 'pinch-zoom' over the print preview to see the options for saving the page as a PDF document, then choose a location to save or send the file to.

For best results choose the following options in the print dialog box:

• Layout: choose 'Portrait'
• Paper Size: choose 'Letter'
• Margins or Borders: choose 'Defualt' or 'None'
• Scale: choose 'Default' or '100%'
• Options:
    - Deselect Headers and Footers
    - Select Background Graphics

To export a page as a PDF file, follow the options above and:
On a Desktop:

• choose "Save as PDF" in the "printer" or "destination" option
• choose a location to save the file to.

On a Tablet or Mobile Device:

• 'long-press' or 'pinch-zoom' over the print preview to see the options for saving the page as a PDF document
• choose a location to save or send the file to.

Editor Roles and Access
Access to program assessment reports are based on the department and editor roles assigned within the AAPAR interface. Department editors (Deans, Chairs, Administrative Support, and Institutional Assessment Council representatives) are able to view and edit all program reports for the department. Users assigned as Program Assessment Coordinators are able to view all reportes in the department but are only able to edit report they are assigned to.

'View' and 'Edit' Buttons
Users will see a 'View' button whenever a program report is not available for editing – this can be due to a report having been checked out by another user or because the user does not have editing rights. Any user who has the right to edit at a department level or who is currently able to edit a specific program report, can add/modify editors for that program report.

Program Status
Program status indicates the visibility of a program in the AAPAR interface and determines if the program will be included in service statistic reporting.

The status types are:

• Initial
  Initial status is reserved for programs that have not completed the first cohort.
  An initial program:
  • is visible in AAPAR,
  • is not included in statistics or dashboards, but
  • is maintained after service is archived.
• Active
  Active status is the default state for programs. (See Note Below)
  An active program:
  • is visible in AAPAR,
  • is included in statistics or dashboards, and
  • is maintained after service is archived.
• Inactive
  Inactive status is reserved for programs that are no longer accepting new students but continue to be maintained with SED.
  An inactive program:
  • is not visible in AAPAR,
  • is not included in statistics or dashboards, but
  • is maintained after service is archived.
  A program set to inactive can be reset durning the current assessment cycle using the 'Status Overview' button on the department home page.
• Low Enrollment
  Low enrollment status is reserved for programs that have experienced enrollment or retention issues resulting in enrollments of five or fewer students for the last five years.
  A low enrollment program:
  • is visible in AAPAR,
  • is not included in statistics or dashboards, and
  • is maintained after service is archived.
  Programs with a low enrollment status should include program planning that addresses the low enrollment.
• Discontinued
  Discontinued status is reserved for programs that are no longer maintained with SED.
  A discontinued program:
  • is removed from department listing in AAPAR,
  • is not included in statistics or dashboards, and
  • is removed from service after program is archived.
  A program set to discontinued can be reset durning the current assessment cycle using the 'Status Overview' button on the department home page.

Note on Change From Active Program Status:
Programs that change from an active program status must continue to meet the minimum reporting requirements:

• have three or more Program Learning Outcomes (PLO),
• provide PLO mapping:
  - Current Assessment Cycle: Institutional Learning Outcomes (ILO) to each PLO,
  - Assessment Cycle 2021-2022: Courses to each PLO, and
  - Recommended but not required: Experiences to each PLO.
• and include program planning that addresses the change in program status.

Note on Service Archive:
When the AAPAR service archives program reports the archive will be maintained at the department level. Programs in archives will be grouped by their status. When archives are completed any program with a status of 'discontinued' will be removed from the department data. Program archives are made after each reporting cycle is complete – currently reporting cycles end on the last day of September.

Program Archives
Once per assessment cycle the AAPAR service will be closed while program assessment reports are archived, typically after the reporting cycle is complete – currently reporting cycles end on the last day of September. The archive process creates a snapshot of the existing program reports, including any attached documents, and makes them available as a resource to department and report editors in subsequent reporting cycles. Archived reports are not able to be edited but can be accessed through the AAPAR service and are able to be exported. Program assessment report archives are maintained at the program report level and are organized by the assessment cycle in which they were created. When archives are completed any program with a status of 'discontinued' will be removed from the department data going forward.

Program Report Editing
Department details and program report content editing can be assigned to UB faculty and staff who have registered with AAPAR. User editing roles can be assigned by any editor at the department or program report level.

Registering With AAPARAny faculty or staff who tries to login to AAPAR will be directed to a register page if they do not have and active account. Before you try to assign an editor role ask the person to login to AAPAR and register (see About Access below). If you need further assistance registering or assigning editor roles contact your IAC representative or CATT Liasion.

Department Editor Roles:

• Dean/Assoc. Dean
• Chair/Director
• Administrative Support
    - Supporting editors should be added here
• Institutional Assessment Council
    - Reserved for members of the IAC
    - Role populated by UB CATT staff

Program Editor Roles:

• Program Coordinator
    - Reserved for faculty and staff responsible for program assessment

Users With a Department Editor Role Can:

• view and edit department information fields
• view and edit all program reports active in the department
• modify department and program editors

Users With a Program Editor Role Can:

• view department information fields
• edit program reports they are assigned to
• modify editors for program reports they are assigned to
• view all program reports active in the department

General Tips – Add or Modify an Editor:
If an editor is incorrectly listed or listed with the wrong role they can be modified by selecting the edit icon next to the editor:

• Option 1: Add an editor selected role – select the edit icon next to that editor and enter a UB IT Name into option 1 of the edit window.
• Option 2: Replace an existing editor with a new editor – select the edit icon next to that editor and enter a UB IT Name into option 2 of the edit window.
• Option 3: Remove an existing editor – select the edit icon next to that editor and choose option 3 of the edit window
  – this will only remove the editor from the currently viewed department or program.

Note About Access:A person must register (see above) with AAPAR before they can be given department or program report editing privileges. If you try to add a person that does not currently have access to the AAPAR service you will get an error instructing you to request the user be added to AAPAR.

WATCH A TUTORIAL VIDEO

CONTACT IAC REPRESENTATIVE AND CATT LIAISON

Purpose of the overview statistics
The unit and department overview statistics are intended to provide report editors a quick view onto the reporting levels for program reports in a unit or department.

An assessment report is considered complete when a program report has:

• Three or more learning outcomes listed, and:    
    - in current assessment cycle, at least 50% of the outcomes are fully assessed;    
    - in 2021-2022 assessment cycle, at least 75% of the outcomes are fully assessed;    
    - in 2022-2023 assessment cycle, 100% of the outcomes are fully assessed.
• The planning section has identified:
    - Program Changes Based on Assessment Findings;
    - Resources Needed for Program Improvements;
    - Five Year Outcome Assessment Plan,
        - with outcome(s) targeted in each cycle.

An outcome is completely assessed when the following dimensions are completed:

• Required for current assessment cycle:
    - Assessment Method;
    - Success Criteria;
    - Assessment Findings;
    - Actions Based on Findings;
    - UB ILO Mapping.
    - Course Mapping.
• Recommended but Not Required:
    - Experience Mapping*.

*Indicated by red text in table.
A dash in the table (-) indicates a report with a status type that is not included in statistics reporting.

Assessment within an academic program can be easily organized and implemented by selecting one of the following assessment frameworks as a starting point for the design of the program assessment plan.

LINK TO – PROGRAM ASSESSMENT FRAMEWORKS

This rubric, adapted from the SUNY Council on Assessment (SCoA) Academic Program Assessment Rubric, is used by the Institutional Assessment Council to share feedback to academic departments undergoing Comprehensive Program Review. This rubric can also be used within departments and by program coordinators/directors to review their own assessment activities.

DOWNLOAD RUBRIC

This document provides a template for the information required to be reported in the annual assessment report.

General Tips – We Recommend using Adobe Reader or Pro Desktop Application

• Download AAPAR Template from the buffalo.edu/uboee website to your desktop.
• Download Acrobat Reader or Pro from the getreader.com/ website and install on your computer.
• Rename the AAPAR Template with a name that identifies the program you are collecting content for.
• Fill Form with your content. As you work Adobe Reader or Pro desktop application will save your work.
• Close Form when you are finished with your work session.
  – Acrobat will remind you to save and will maintain the fillable form and content.
  – Reopening the form in Acrobat will allow you to continue to fill the form and edit previously saved edits.

DOWNLOAD AAPAR TEMPLATE

VIDEO TUTORIAL: USING THE AAPAR TEMPLATE FILLABLE FORM