Once you have collected your assessment results and made sense of them, you come to the part of the assessment process that makes everything you have done up until now meaningful and useful. There are two general steps in making good use of assessment results: answering a series of questions and acting on the answers. Because your conversation as a department or program is the most important part of the improvement process, both of these general steps are discussed here in terms of conversational prompts.
First, here are some prompts for responding to your findings:
As important as it is to have learning outcomes and a curriculum map, the actual demonstration of student learning occurs through student work that is designed with the learning outcome or outcomes in mind. If you cannot identify how the findings from your assessment activities can be used to improve learning in your department or program, you should reconsider your proposed means of assessment.