Some questions to consider when writing program goals (Bresciani, Zelna, Anderson, 2006):

• Are your goals meaningful? Would a panel of your faculty colleagues find your goals to represent the heart and soul of what should be taught/done in your discipline/program?
• Are your goals broad and general in nature?
• Are your goals related to your program mission?
• Is there an accompanying, more specific outcome statement that relates to this goal?
  
  

 

While the information in this assessment plan tutorial is presented in linear fashion, assessment planning is often a non-linear process.  Often conversations about outcomes or assessment methods may adjust the purpose or verbiage of program goals.  Programs should document these changes in their assessment plans. 

Assessment Planning

Writing Goals

 

In this section you will be asked to draft examples of goals using the Assessment Plan Worksheet. It will be helpful to keep this document open as you will also develop other aspects of your assessment plan in the upcoming sections.

Goals are broad, general statements about the processes in the program that ensure students attain the intended student learning or program outcomes.

Although there is no “magic number,” three to five clearly written, broad program goals is a good guide. More than five goals may be difficult to manage.

Goals typically have a close relationship to the program or institutional mission.  Thus, goals are meaningful for faculty and staff members in the program.  They articulate what faculty and staff do to support student learning.

Some examples of broad program goals include:

• The program teaches students to be lifelong learners.
• The program offers activities which develop students' abilities to lead and program.
• The program guides students as they learn about the foundations of the leisure and recreation field.

Practice writing one or two of your own program goals on the Assessment Plan Worksheet.

 

» Continue to Writing Outcomes