{"id":23,"date":"2019-02-25T11:21:24","date_gmt":"2019-02-25T16:21:24","guid":{"rendered":"https:\/\/www.ramapo.edu\/assessment-committee\/?page_id=23"},"modified":"2026-07-30T17:59:57","modified_gmt":"2026-07-30T21:59:57","slug":"resources-for-aac-dec","status":"publish","type":"page","link":"https:\/\/www.ramapo.edu\/assessment-committee\/resources-for-aac-dec\/","title":{"rendered":"Resources for AAC &amp; CEC"},"content":{"rendered":"<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>2023-26 Plan Closeout &amp; 2026-29 Planning<\/div><div class=\"c_content\">\n<h4><strong>PHASE I: 2023-26 Plans Closeout<\/strong><\/h4>\n<p>May\/June 2026<\/p>\n<ul>\n<li>AAC members email their CECs advising that 2023-26 unit plans will be shared as Word docs<\/li>\n<\/ul>\n<p>July\/August 2026<\/p>\n<ul>\n<li>AAC members send CECs their 2023-26 plans as Word docs directing them to think through and start drafting how they will report out progress on their plans in order to close them out\n<ul>\n<li>This will entail:\n<ul>\n<li>Entering data into three fields: Findings, Use of Results, and Next Cycle<\/li>\n<li>Sending along or linking to the Measures that support the findings (aka evidence)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<table style=\"height: 855px\" width=\"853\">\n<tbody>\n<tr>\n<td width=\"40\">#<\/td>\n<td width=\"107\">FIELD NAME<\/td>\n<td width=\"476\">NEXT STEP<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">1<\/td>\n<td width=\"107\">Measures<\/td>\n<td width=\"476\">These are the sources of evidence the Unit identified to demonstrate if the objective is met.\u00a0 This may be a specific table in the Fact Book, a spreadsheet of data with demonstrable outcomes, a letter certifying accreditation, etc&#8230; <strong>Leave this field as is but begin collecting the measure (evidence).<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"40\">2<\/td>\n<td width=\"107\">Targets<\/td>\n<td width=\"476\">These are the metrics (quantitative and qualitative) the Unit identified to know if it was effective (ex: X policy will be revised, adult learners will increase by 5%, time to hire will decrease year over year, etc.).\u00a0 <strong>Leave this field as is.<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"40\">3<\/td>\n<td width=\"107\">Findings<\/td>\n<td width=\"476\"><strong>Craft a brief narrative here<\/strong> that begins with &#8220;The established target was (met, not met, or deferred)&#8221; and is followed by a cogent explanation of what led to the target being met, not met, or deferred.<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">4<\/td>\n<td width=\"107\">Use of Results<\/td>\n<td width=\"476\"><strong>Craft a brief narrative here<\/strong> that, in the spirit of continuous learning and improvement, answers the question: What did the unit learn\/adjust based on the Findings?<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">5<\/td>\n<td width=\"107\">Next Cycle<\/td>\n<td width=\"476\"><strong>Craft a brief narrative here<\/strong> that makes clear a) your recommendation to act or not act on the Findings\/Use of Results, and also whether you intend to b) continue the objective and perhaps adjust the target, or discontinue the objective.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>AAC members meet with their CECs to troubleshoot\/refine the closing out of 2023-26 plans<\/li>\n<li>AAC members, with VP endorsement, secure final close out version of 2023-26 plans from CECs<\/li>\n<\/ul>\n<p>August\/September 2026<\/p>\n<ul>\n<li>AAC members enter 2023-26 closeout plan data into SPOL<\/li>\n<li>AAC conducts college-wide assessment<\/li>\n<\/ul>\n<h4><strong>PHASE II: 2026-29 Planning<\/strong><\/h4>\n<p>October 2026<\/p>\n<ul>\n<li>AAC makes high level findings and recommendations for 2026-29 plans<\/li>\n<li>AAC works with CECs to assist in crafting 2026-29 plans<\/li>\n<\/ul>\n<p>November 2026<\/p>\n<ul>\n<li>AAC members, with VP approval, secure 2026-29 plans from CECs<\/li>\n<\/ul>\n<p>November\/December 2026<\/p>\n<ul>\n<li>AAC members enter 2026-29 plans into SPOL<\/li>\n<\/ul>\n<p>December 2026<\/p>\n<ul>\n<li>AAC maps 2026-29 plans against <em>Boldly Ascending<\/em><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>Unit Effectiveness Plan Template<\/div><div class=\"c_content\">\n<h4><strong>The Unit Effectiveness Plan Template (<a href=\"https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2023\/05\/Effectiveness-Plan-Template_2023-1.xls\">Effectiveness Plan Template_2023<\/a>-excel)<\/strong><\/h4>\n<ul>\n<li>This template is intended to capture draft unit plans prior to their entry into our <a href=\"https:\/\/www.ramapo.edu\/ir\/spol-resources\/\">strategic planning online software<\/a>.<\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>Checklist and Flowchart for Unit Effectiveness Plans<\/div><div class=\"c_content\">\n<p>This checklist provides helpful definitions and examples of the seven key components of unit effectiveness plans:<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Unit Purpose, Unit Objective, Task, Measure, Target, Finding, Use of Results<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart.png\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-400 aligncenter\" src=\"https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart-300x282.png\" alt=\"A flowchart outlining a college admissions unit\u2019s goals: to recruit and diversify first-year students. Sections cover purpose, outcome, task, measure, target, findings, and use of results, with key statistics and insights.\" width=\"300\" height=\"282\" srcset=\"https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart-300x282.png 300w, https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart-1024x963.png 1024w, https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart-768x722.png 768w, https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart-1536x1445.png 1536w, https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart.png 1989w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<h4>I.\u00a0 UNIT PURPOSE: WHY DOES THE UNIT EXIST?<\/h4>\n<p>The Unit Purpose statement is succinct, indicates the unit\u2019s primary functions\/activities, identifies the stakeholders the Unit serves, and conveys how the unit advances the mission of the College. A Unit should have one unit purpose statement.<\/p>\n<p>EXAMPLE: The Office of Admissions works to recruit, admit and enroll a population of academically prepared and diverse students that reflect the goals outlined in the College\u2019s Strategic Plan.<\/p>\n<ul>\n<li>Succinct<\/li>\n<li>Indicates primary function<\/li>\n<li>Identifies stakeholders<\/li>\n<li>Conveys how it advances the mission of the College<\/li>\n<\/ul>\n<h4>II.\u00a0 OUTCOMES: WHAT IS THE UNIT TRYING TO ACHIEVE?<\/h4>\n<p>Unit Outcomes are equivalent to a unit-based goal. Most Units will have 3-5 Unit Outcomes. A Unit Outcome clearly describes what the unit is trying to accomplish. It is measurable, connected to Tasks, and links to Goals and Objectives in the Strategic Plan.<\/p>\n<p>OUTCOME FORMULA: Objective= Target\/subject+ verb\/action+ object+ modifiers<\/p>\n<p>EXAMPLE: The Office of Admissions will continue to geographically diversify the first-year student class.<\/p>\n<ul>\n<li>3-5 Outcomes are identified<\/li>\n<li>Describes what the unit is trying to accomplish<\/li>\n<li>Measurable<\/li>\n<li>Connected to Tasks<\/li>\n<li>Aligned to one or more of the 3 Goals and 13 Objectives in the College Strategic Plan<\/li>\n<\/ul>\n<h4>III.\u00a0 TASKS: HOW WILL THE UNIT ACHIEVE THE OUTCOME?<\/h4>\n<p>Unit Tasks describe actions or strategies that work to achieve a Unit Outcome. One Unit Outcome may be accompanied by multiple Tasks. Tasks should result in measurable results and, when applicable, should capture SPIF\/Budget requests.<\/p>\n<p>EXAMPLE: Grow population of first year students from outside of New Jersey.<\/p>\n<ul>\n<li>Connect clearly to unit outcome<\/li>\n<li>1-5 tasks are identified per Unit Outcome<\/li>\n<li>Will advance measurable results<\/li>\n<\/ul>\n<h4>IV.\u00a0 MEASURES: WHAT EVIDENCE WILL SUPPORT THE UNIT\u2019S WORK?<\/h4>\n<p>Measures are the sources of evidence that capture if a unit outcome is being met. Measures should be reliable sources of data that are accessible to unit members. A Unit\u2019s plan should feature a combination of direct and direct measures.<\/p>\n<p>EXAMPLE: Ramapo College Fact Book: Place of Origin of All first-time degree seeking students<\/p>\n<ul>\n<li>Reliable Source of Evidence<\/li>\n<li>Accessible Source of Evidence<\/li>\n<li>Direct (quantitative)<\/li>\n<li>Indirect (qualitative)<\/li>\n<\/ul>\n<h4>V.\u00a0 TARGETS: HOW WILL THE UNIT KNOW IT IS BEING EFFECTIVE?<\/h4>\n<p>Targets are the yardstick by which a task is measured. Targets are SMART: Specific, Measurable, Aggressive but attainable, Results-oriented, and Time-bound. Targets connect clearly to Unit Tasks.<\/p>\n<p>TARGET FORMULA= Level +subject+ action +object+ modifiers+ measure<\/p>\n<p>EXAMPLE: 8% of the incoming freshmen class will reside outside of New Jersey as verified by the Ramapo College Fact Book: Place of Origin of All first-time degree seeking students.<\/p>\n<ul>\n<li>Specific<\/li>\n<li>Measurable<\/li>\n<li>Aggressive but Attainable<\/li>\n<li>Results-oriented<\/li>\n<li>Time-bound<\/li>\n<li>Connected to Unit Tasks<\/li>\n<\/ul>\n<h4>VI.\u00a0 FINDINGS: WAS THE UNIT EFFECTIVE?<\/h4>\n<p>Findings reflect the Target language and indicate if the Target was not met, partially met, or met.<\/p>\n<p>EXAMPLE: Met. 9% of the incoming freshmen class , 92 students, in 2018 were from outside of New Jersey as verified by the Ramapo College Fact Book: Place of Origin of All first-time degree seeking students.<\/p>\n<ul>\n<li>Reflect Target Language<\/li>\n<li>Denote if the target was not met, partially met, or met<\/li>\n<\/ul>\n<h4>VII.\u00a0 USE OF RESULTS: WHAT DID THE UNIT LEARN?<\/h4>\n<p>The \u201cUse of Results\u201d is where, in the planning cycle, we aim to \u201cclose the loop.\u201d The Use of Results should capture what was learned from the Findings <em>and <\/em>how the Findings were used to achieve, maintain, modify, or discontinue the outcome. When applicable, the Use of Results may capture a relevant Action Plan for the next planning cycle.<\/p>\n<p>EXAMPLE: Of the 92 out-of-state students, 30% of them were from Pike County, PA and came from 4 of the high schools there. As a result of this, Admissions will maintain the outcome of continuing to geographically diversify the first year student class and will formalize partnerships with these and other high schools in the Pike County area.<\/p>\n<ul>\n<li>Addresses what was learned from the finding<\/li>\n<li>Describes how a Finding was used to achieve, maintain, modify, or discontinue the outcome<\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>Measures 101: What is direct and what is indirect and why does it matter?<\/div><div class=\"c_content\">\n<h4>WHAT IS A MEASURE?<\/h4>\n<ul>\n<li>Measures answer: What <strong>source of evidence <\/strong>will support the Unit\u2019s work?<\/li>\n<li>Measures are the sources of evidence that capture if a Unit Objective is being met, unment, or deferred<\/li>\n<li>Measures should be reliable data sources that are accessible to the unit<\/li>\n<li>A unit\u2019s effectiveness plan may feature a combination of <strong>direct <\/strong>and <strong>indirect measures<\/strong><\/li>\n<\/ul>\n<h4>A.\u00a0\u00a0\u00a0\u00a0 Direct Measures<\/h4>\n<ul>\n<li><u>Student Learning Assessment:<\/u> Direct measures in primarily academic areas are employed to <strong>demonstrate <\/strong>that specific learning has taken Direct measures are those that measure student learning by assessing actual samples of student work.<\/li>\n<li><u>Administrative Assessment:<\/u> Direct measures in primarily non-academic areas are designed to <strong>demonstrate <\/strong>the effectiveness of services, programs, initiatives, etc. within areas that may have outcomes that are not directly related to student learning.<\/li>\n<\/ul>\n<table>\n<tbody>\n<tr>\n<td rowspan=\"5\" width=\"84\"><strong>DIRECT MEASURE EXAMPLES<\/strong><\/td>\n<td width=\"228\"><strong>STUDENT LEARNING ASSESSMENT<\/strong><\/td>\n<td width=\"246\"><strong>ADMINISTRATIVE ASSESSMENT<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"228\">Course-embedded<\/p>\n<p>assignments\/standardized exams<\/td>\n<td width=\"246\">Timeliness\/Responsiveness<\/td>\n<\/tr>\n<tr>\n<td width=\"228\">Portfolios with rubrics<\/td>\n<td width=\"246\">Revenues\/Expenses<\/td>\n<\/tr>\n<tr>\n<td width=\"228\">Project evaluations<\/td>\n<td width=\"246\">Accuracy\/Error Reduction<\/td>\n<\/tr>\n<tr>\n<td width=\"228\">Presentations and Performances<\/td>\n<td width=\"246\">Participation rates<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4><\/h4>\n<h4>B.\u00a0\u00a0\u00a0\u00a0\u00a0 Indirect Measures<\/h4>\n<ul>\n<li><u>Student Learning Assessment:<\/u> Indirect measures in primarily academic areas <strong>imply <\/strong>that learning has taken place and provide a less concrete view of student learning (e.g., student perceptions of and attitudes toward learning) but do not specifically demonstrate that learning or skill.<\/li>\n<li><u>Administrative Assessment:<\/u> Indirect measures in primarily non-academic areas are designed to collect findings about stakeholders\u2019 attitudes, and perceptions within areas that have unit objectives that are not directly related to student learning. They supplement direct measures by providing information about <strong style=\"color: #2f2f2f\">how and why <\/strong><span style=\"color: #2f2f2f\">a unit objective may or may not be achieved.<\/span><\/li>\n<\/ul>\n<table>\n<tbody>\n<tr>\n<td rowspan=\"4\" width=\"84\">&nbsp;<\/p>\n<p><strong>INDIRECT MEASURE EXAMPLES<\/strong><\/td>\n<td width=\"240\"><strong>STUDENT LEARNING ASSESSMENT<\/strong><\/td>\n<td width=\"252\"><strong>ADMINISTRATIVE ASSESSMENT<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"240\">Surveys and Questionnaires (collecting perception and attitudinal data primarily from students, alumni,<\/p>\n<p>employers, etc.)<\/td>\n<td width=\"252\">Surveys and Questionnaires (collecting perception and attitudinal data primarily from students, alumni,<\/p>\n<p>employees, partners, vendors, etc.),<\/td>\n<\/tr>\n<tr>\n<td width=\"240\">Focus Groups<\/td>\n<td width=\"252\">Focus Groups<\/td>\n<\/tr>\n<tr>\n<td width=\"240\">Interviews<\/td>\n<td width=\"252\">Exit\/Counseling Interviews<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div><\/div>\n<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>Guiding Principles of Unit Effectiveness Plans  (including Administrative Assessment)<\/div><div class=\"c_content\">\n<h4 style=\"text-align: center\"><strong>A Unit Effectiveness Plan should be a multi-year resource that captures the Unit&#8217;s strategic plans, <span style=\"color: #ff0000\">not<\/span> its operational plans.<\/strong><\/h4>\n<p style=\"text-align: left\">A Unit Effectiveness Plan changes and grows with the unit and does so efficiently by including assessment activities. Administrative and educational support units should be guided by the following principles:<\/p>\n<p>1. A comprehensive, systematic, and ongoing assessment program is a necessary condition for continuous learning and demonstrates a true commitment to excellence.<br \/>\n2. Unit Effectiveness Plans allow us to examine the relationship among our mission, vision, strategic plan, unit objectives and achievements.<br \/>\n3. Unit Effectiveness Plans should be inclusive when appropriate, involving students, faculty, staff, and administrators.<br \/>\n4. Unit Effectiveness Plans should involve multiple measures, assessing both unit objectives and process variables, which can be linked to learning and improvement opportunities.<br \/>\n5. The purpose of Unit Effectiveness Plans is two-fold: 1) to align our strategic efforts to institutional goals and thus offer students the best living\/learning environment possible and 2) to enhance the efficiency and effectiveness of all the units that support this environment.<br \/>\n6. Assessment reports or information on closing the loop with respect to a Unit&#8217;s Effectiveness Plan should be communicated.<br \/>\nAn effective feedback loop ensures that assessment results are utilized in long-term planning and strategic decision-making.<br \/>\n7. We cannot and should not assess all things at once, therefore, unit objectives must be prioritized with an eye toward maximum learning and improvement.<br \/>\n8. Unit Effectiveness planning and assessment responsibilities should be indicated in the performance programs of most unit administrators; and discussions of Unit Effectiveness Plans and assessment should be a routine part of supervisor\/supervisee\/team meetings and of Vice Presidents\/direct reports meetings.<br \/>\n9. The assessment process itself should be flexible enough such that refinements and enhancements can be made as needed.<\/p>\n<\/div><\/div>\n<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>Frequently Asked Questions<\/div><div class=\"c_content\">\n<p>Q1. How might a Unit Effectiveness Plan be helpful to my team?<br \/>\nA1. First, the development of a Unit Effectiveness Plan should include team members and provide an opportunity for team members to brainstorm and articulate how the unit may be more strategic or purposeful in aligning or modifying its work to advance the College&#8217;s mission and strategic goals. Second, a Unit Effectiveness Plan is also a wonderful tool to inform SMART decision-making, here SMART refers to Specific, Measurable, Attainable, Realistic, and Time-bound (1981, Doran, G.T.). Third, a Unit Effectiveness Plan, inclusive of meaningful assessment measures, drives learning. It can help the Unit make a compelling case to pivot processes, request resources, commend teamwork, and help team members see themselves as agents of change whose valuable work truly advances the College&#8217;s mission and strategic goals.<\/p>\n<p>Q2. Who is required to complete a unit effectiveness plan?<br \/>\nA2. Almost all units are expected to complete unit effectiveness plans.<\/p>\n<p>Q3. How do I input my Unit Effectiveness Plan?<br \/>\nA3. Paper and digital Excel templates are available to input the information. These would be transcribed in our Strategic Planning software later.<\/p>\n<p>Q4. Who will review my Unit Effectiveness Plan?<br \/>\nA4. The CEC and your Vice President will review the plan based on alignment with the institution&#8217;s established strategic plan and, when applicable, its College-wide Key Performance Indicators.<\/p>\n<p>Q5.How many unit objectives should I include in my Unit Effectiveness Plan?<br \/>\nA5. Three is recommended but it should not exceed five when possible.<\/p>\n<p>Q6. What is the criterion for developing a good unit objective?<br \/>\nA6. SMART Unit Objectives are: Specific, Measurable, Attainable but Aggressive, Results-oriented, and Time-bound. (1981, Doran, G.T.).<\/p>\n<p>Q7. Is there any training available on this?<br \/>\nA7. Yes. First, please direct any questions related to clarifying the concepts of Unit Effectiveness and Assessment or the mechanics of our strategic planning online software to your Core&#8217;s AAC member.<\/p>\n<\/div><\/div>\n<div class=\"collapsableContent\" tabindex=\"0\"><div class=\"collapsableTitle\"><span class=\"fa-stack\"><i class=\"fa fa-circle fa-stack-2x\"><\/i><i class=\"fa fa-chevron-down fa-stack-1x fa-inverse\"><\/i><i class=\"fa fa-chevron-up fa-stack-1x fa-inverse\"><\/i><\/span>Glossary of Unit Effectiveness and Assessment Terms<\/div><div class=\"c_content\">\n<p><strong>Accreditation:<\/strong> The designation that an institution earns indicating that it functions appropriately with respect to its resources, programs, and services. The accrediting association, often comprised of peers, is recognized as the external monitor. Maintaining accredited status ensures that the college remains in compliance with federal expectations and continues to receive federal funding.<\/p>\n<p><strong>Assessment:<\/strong> Systematic and ongoing efforts to collect, analyze, and interpret evidence that describes institutional, unit, program or course effectiveness, ultimately to improve student learning, unit functions, or institutional performance.<\/p>\n<p><strong>Assessment Instrument:<\/strong> A tool used to evaluate assignments, activities, artifacts, or events that support unit objectives. These can be measurement tools such as standardized tests, locally designed examinations, rubrics, exit interviews, surveys, etc..<\/p>\n<p><strong>Assessment Method:<\/strong> Refers to how the unit objective is assessed. The assessment method describes generally how the information\/data will be collected, which may involve either direct or indirect measurement. Additionally the method specifies from whom the data will be collected and at what time points. Example assessment methods include but are not limited to evaluation of student academic work, observation, and self-reporting methods.<\/p>\n<p><strong>Close the Loop:<\/strong> The phrase indicates the ability to demonstrate\u2014through a cycle of collecting, analyzing, and reporting on data\u2014continuous improvement or learning of curricular, programmatic, or administrative efforts. It calls for using assessment results to improve programs and learn at an organizational, unit, or program level.<\/p>\n<p><strong>Direct Measure:<\/strong> Direct measures assess student or unit performance without the use of opinions, thoughts, or assumptions. A direct measure will usually be very concise and easy to interpret.<\/p>\n<p><strong>Effectiveness:<\/strong> The degree to which programs, activities or units achieve intended results. Effectiveness indicates how well each curriculum, program, unit and even the college, achieves its stated purpose.<\/p>\n<p><strong>Embedded Assessment:<\/strong> Denotes a way to gather effectiveness information that is built into regular activities. When assessment is embedded, it is routine, unobtrusive, and an ongoing part of the teaching-learning or administrative process.<\/p>\n<p><strong>Evaluation of Results:<\/strong> The process of interpreting or making meaning about the data. The evaluation compares the results to the intentions and explains how they correlate.<\/p>\n<p><strong>Feedback:<\/strong> Providing assessment results and analysis to interested constituents in order to increase transparency and learning.<\/p>\n<p><strong>Formative assessment:<\/strong> Refers to assessment that is conducted during the operation of a program, course or project, to provide information and increase understanding that is useful for improving implementation. It involves gathering and interpreting evidence of performance at least once prior to the end of the program, course or project.<\/p>\n<p><strong>Goal:<\/strong> A broad and generally un-measurable statement about what the institution, program, course or unit is trying to accomplish to advance the mission.<\/p>\n<p><strong>Indirect Measure:<\/strong> Indirect measures assess opinions or thoughts about whether or not the unit meets its unit objective or completes all tasks that are expected. Student indirect measures ask students to reflect on their learning rather than to demonstrate it. Indirect measures are most commonly captured by the use of surveys.<\/p>\n<p><strong>Institutional Effectiveness (IE)<\/strong>: The term used to describe how well an institution is accomplishing its mission and how it engages in continuous learning and improvement.<\/p>\n<p><strong>Instrument<\/strong>: An assessment tool that is used for the purpose of collecting data, such as an exam or an interview protocol.<\/p>\n<p><strong>Student Learning Outcomes:<\/strong> Specific, observable, and measurable knowledge or skill that the student gains\/develops as a result of a specific course. These outcomes are clearly stated in the course syllabus. There are three categories of student learning outcomes.<br \/>\n\u2022 Cognitive Outcome:\u00a0 What students KNOW; knowledge, comprehension, application, analysis, synthesis, and evaluation.<br \/>\n\u2022 Psychomotor Outcome: What students CAN DO; skilled performance, production of something new (e.g., a paper, project, piece of artwork), critical thinking skills (e.g., analysis and evaluation).<br \/>\n\u2022 Affective Outcome: What students CARE ABOUT; students&#8217; feelings, attitudes, interests, and preferences.<\/p>\n<p><strong>Method:<\/strong> Describes the procedures used to collect data for assessing a program, course, or unit including identifying the assignment or activity and the process for measuring or scoring it.<\/p>\n<p><strong>Middle States Commission of Higher Education (MSCHE):<\/strong> This is the accrediting agency of higher education institutions in New Jersey, New York, Pennsylvania, Maryland, Delaware, United Kingdom, British Virgin Islands, Chile, Italy, Switzerland, Taiwan, Washington DC, Canada, Hungary, Puerto Rico, Egypt, Lebanon, France, Italy, and United Arab Emirates.<\/p>\n<p><strong>Purpose Statement:<\/strong> Explains why a program or unit exists and identifies its purpose. It articulates the program or unit\u2019s essential nature, its values, and its work, Purpose Statements are byproducts of the college mission in such a way that they also further the College vision.<\/p>\n<p><strong>Program Review:<\/strong> An in-depth process of reviewing most aspects of a program, including administrative, financial, programmatic, and academic inputs, outputs, objectives and outcomes. The review is generally completed on a three to five-year schedule.<\/p>\n<p><strong>Results:<\/strong> Report the qualitative or quantitative findings of the data collection in text or table format to convey whether the unit objectives were achieved at desired levels of performance.<\/p>\n<p><strong>Sample:<\/strong> A defined subset of the population chosen based on 1) its ability to provide information; 2) its representativeness of the population under study; 3) factors related to the feasibility of data gathering, such as cost, time, participant accessibility, or other logistical concerns.<\/p>\n<p><strong>S.M.A.R.T. Unit Objectives:<\/strong> Unit based objectives that are Specific, Measurable, Attainable but Aggressive, Results-oriented, and Time-bound.<\/p>\n<p><strong>S.M.A.R.T Decision Making:<\/strong> Decisions that are Specific, Measurable, Attainable, Realistic, and Time-bound (1981, Doran, G.T.).<\/p>\n<p><strong>SPOL Diamond:<\/strong> Strategic Planning Online (SPOL) Diamond is a software program used to capture and report on institutional effectiveness. It is the repository for unit effectiveness plans.<\/p>\n<p><strong>Standard of Performance:<\/strong> A specific expectation of student or unit performance that shows progress toward an outcome.<\/p>\n<p><strong>Summative Assessment:<\/strong> Refers to assessment that is carried out at the end of a program, course, project, or time-frame to evaluate whether the outcomes were achieved (i.e., the overall performance). Summative assessment may be conducted for the following reasons: evaluation and accountability; decision-making regarding fund allocation; to aid in program level decision-making; to respond to demands of accrediting bodies, state, and federal agencies.<\/p>\n<p><strong>Triangulate:<\/strong> The use of a combination of assessment methods, such as using surveys, interviews, and observations to measure a unit outcome. It is recommended that three assessment methods be used for each outcome.<\/p>\n<p><strong>Unit Effectiveness Plan:<\/strong> A document that outlines and describes how and to what extent the unit&#8217;s strategic activities work towards advancing the Strategic Plan of the College.\u00a0 The Plan should be reviewed frequently and revised any time substantive learning or improvement occurs or College-wide goals are identified. Unit Effectiveness Plans generally cover a span of 1-3 years with periodic assessment.<\/p>\n<p><strong>Unit Objective:<\/strong> Intended unit objectives that reflect the area or service that can be improved using current resources and personnel and are generally assessable within one assessment cycle (1-3 years). Unit objectives are measurable statements with expected levels of achievement (targets), under the direct control of the unit, and linked to the College Strategic Plan&#8217;s goals and objectives.<\/p>\n<\/div><\/div>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp;<\/p>\n","protected":false},"author":306,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-23","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v21.5 (Yoast SEO v28.2) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Resources for AAC &amp; CEC - Administrative Assessment Committee (AAC) || Ramapo College of New Jersey<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.ramapo.edu\/assessment-committee\/resources-for-aac-dec\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Resources for AAC &amp; CEC\" \/>\n<meta property=\"og:description\" content=\"&nbsp;\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.ramapo.edu\/assessment-committee\/resources-for-aac-dec\/\" \/>\n<meta property=\"og:site_name\" content=\"Administrative Assessment Committee (AAC)\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/RamapoCollege\" \/>\n<meta property=\"article:modified_time\" content=\"2026-07-30T21:59:57+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.ramapo.edu\/assessment-committee\/wp-content\/uploads\/sites\/325\/2026\/04\/Effectiveness-Plans-Flowchart.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1989\" \/>\n\t<meta property=\"og:image:height\" content=\"1871\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:site\" content=\"@ramapocollegenj\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"14 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/\",\"url\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/\",\"name\":\"Resources for AAC &amp; CEC - Administrative Assessment Committee (AAC) || Ramapo College of New Jersey\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/wp-content\\\/uploads\\\/sites\\\/325\\\/2026\\\/04\\\/Effectiveness-Plans-Flowchart-300x282.png\",\"datePublished\":\"2019-02-25T16:21:24+00:00\",\"dateModified\":\"2026-07-30T21:59:57+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/resources-for-aac-dec\\\/#primaryimage\",\"url\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/wp-content\\\/uploads\\\/sites\\\/325\\\/2026\\\/04\\\/Effectiveness-Plans-Flowchart.png\",\"contentUrl\":\"https:\\\/\\\/www.ramapo.edu\\\/assessment-committee\\\/wp-content\\\/uploads\\\/sites\\\/325\\\/2026\\\/04\\\/Effectiveness-Plans-Flowchart.png\",\"width\":1989,\"height\":1871,\"caption\":\"A flowchart outlining a college admissions unit\u2019s goals: to recruit and diversify first-year students. 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