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period and follow the SMARTer (Specific, Measureable, Achievable, Realistic and Time bound) approach to outcome/objectives development.  At least one objective is recommended to address college wide improvement needs in the service area. At least one objective is recommended relate to immediate improvement needs of the office or service area or address needs of the specific site.  Some key points: Can the objectives be related to student learning and success? Do the objectives reflect institutional/department priorities? Strategies - key points: Do the improvement strategies represent best practices? Do the improvement strategies represent previous assessment/evaluation findings and recommendations?  The program objectives/strategies have been endorsed by the appropriate committee and approved by the President.  A copy of the approved worksheet # 1 should be attached to the assessment plan.  

2-11 Evaluation questions: The evaluation questions adequately address the outcomes/objectives in section 2-10 and are stated in such a manner that the answers to the questions will address whether or not the outcome/objective has been meets.  See the IAP handbook for guidelines in developing evaluation questions.  

2-12 Data sources: The data sources for the evaluation questions will provide the critical information and evidence necessary to determine if the outcome/objective has been meet.  Care should be given that the data sources are not a laundry list of possible data, but an identification of data is will allow the evaluation questions to be answered and its collection is both realistic and achievable.  Make sure that the data sources (including method of collection) are of sufficient quality to assist in answering the evaluation question.  

2-13 Sampling: The sampling process follows generally accepted guidelines for sampling.  Generally, this section applies to surveys and collections of work exhibits.  The sampling process should be realistic and achievable.  

2-14 Analysis: The type of analysis that will be used to interpret the data collected is identified.  See the IAP handbook for a description of different types of analysis that can be applied.  Analysis should be realistic and achievable.  Also, are the analysis techniques a good fit for the data source?  Are the analysis techniques reflecting generally accepted quality standards?

2-15 Timeline: The timeline identified major activities such as surveys, major data collection points, etc.

2-16 Activity: The activities identified reflect the major and critical points for surveys, data collection, etc.

2-17 Who is Responsible: The person responsible for the activity in 2-16 is identified.

2-18 Date: The date or span of dates is reasonable and can be monitored.

2-19: Comments: Comments on the plan provide greater detail that cannot be included in the assessment plan itself.  

Notes & Comments from Reviewers (refer to appropriate section of the assessment plan)

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