Once the data has been compiled, it is important to analyze it. Ask: What does the data mean?
It is important that, before analyzing results, the goal setting process of the assessment cycle took place-this is where targets and benchmarks for the program were set based in historical data and discipline standards. These benchmarks and targets are what the analyzed results will be compared to.
Each aspect of a measure (for example, if a rubric has several elements to it, how did students score on each element), needs to be reviewed independently. In relation to the specific Student Learning Outcome, where did the students excel? What could be improved? Were there any surprises? Aggregate data as well as individual data (for example, if a sample of five reports was utilized, it may be appropriate to provide individual data for each report as it may allow a reviewer insight into how the average score was arrived at) should be reviewed. Ask: How did the students do in relation to the benchmark or target that was set?
Once these analyses are done for each aspect of a measure, it is time to move on to the actions portion of the assessment cycle.