Annual Program Assessment is the process of reviewing student learning and program effectiveness on a yearly basis. Beginning in 2025-26, all programs will assess the same Institutional Learning Outcome (ILO) each year, alongside the ILO-aligned Program Learning Outcomes (PLOs). This structure promotes shared inquiry and helps the College evaluate learning across disciplines.
The approach is rooted in the practice of critique, a cornerstone of the Otis pedagogy. In the classroom, critique cultivates self-reflection, communication, and metacognition. Similarly, in assessment, faculty gather to examine student work, “find the learning,” discuss strengths and areas for growth, and identify actions for improvement. Like classroom critique, this process is dialogic, inclusive, and formative—not merely evaluative.
Just as critique takes varied forms to meet diverse student needs—through rubrics, peer review, or digital tools—Otis’s assessment practices adapt to the nature of each program. This alignment fosters a coherent institutional culture grounded in inquiry, feedback, and continuous improvement.
Adapted from the Institute of American Indian Arts
Example: Development of Assessment Plan - Year 1.
Year 1: "Grow"
Review student work from capstone, annual exhibitions, annual reviews, or other major projects.
Process Steps
Step 1: The department identifies work to be assessed and by whom and when – always faculty, additional input might be helpful (e.g., from students when assessing “Reflect”, from career services, alumni, and/or employers when assessing “Shine”)
Step 2: While grading (Capstone) or holding reviews, ask faculty to reflect on the work that they have reviewed, considering the agreed to qualities (PLO bullet point statements that align with the ILO)
Step 3: Department summarizes and analyzes results (Assessment/Accreditation office can support this step)
Step 4: Program faculty meeting to discuss strengths and opportunities for improvement and identify Action Items for Department
Step 5: Program Leadership submits Annual Assessment Report
Step 6: Institutional Summary completed by the Assessment Office – reviewed by Assessment Committee with 2-3 College-wide Action Items identified by the Assessment Committee
Step 7: Assessment Committee presents results at All Faculty Meeting for discussion and cross-program dialogue
A "signature assignment" is that assignment that best displays the knowledge or skills essential to the objectives of a course. Other coursework should build toward the completion of the course ‘signature’ assignment. Think of a signature assignment as a milestone in the student’s progress toward fulfilling the program objectives. Ideally, signature assignments are the types of works that students and professors would most like to present to others as evidence of accomplishment (i.e., work they would like to sign and have signed).
The creation of signature assignments is an opportunity for faculty to focus intentionally on learning experiences that are specifically intended to address Learning Outcomes. When creating such assignments, faculty are asked to think carefully and creatively about the assignment’s intended outcomes and the best way to prompt students’ application of the outcome to knowledge appropriate to the course.
After the first year, Signature assignments should always move beyond content knowledge to asking students to do something with what they have learned. Thus they will use verbs like “synthesize,” “demonstrate,” “integrate,” and “apply.”
Additional Articles:
Slideshare Presentation (WSCUC Resource Fair)
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