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University of Houston-Victoria

Annual Assessment

Annual assessment is essential to demonstrating the effectiveness of the programs, offices and services offered by UHV. Each program/unit may identify its own outcomes, and then measure its progress toward meeting them. Annual Assessment Reports are due October 15.

The basic parts of an assessment report are:

  1. a summary of who is collaborating and what the outcomes are
  2. an ongoing plan (most programs can copy and paste last year’s plan)
  3. results from last year’s assessments
  4. new action plans, in response to targets missed in the last year
  5. pending action plans, reporting progress on action plans started in previous years

Please contact the Office of Institutional Effectiveness for information about

  • units which must complete assessment reports
  • the names of assessment leaders
  • copies of reports from previous years
  • blank report templates as a Word document

Information about how to define outcomes, create tools to measure progress toward the target, and setting the right target can be found on the OIE Resources webpage or by contacting OIE.


Short tutorials on filling out the Annual Assessment Report

Using the Annual Assessment Report Form (Basic Introduction) 

Action Plans, New and Pending 

Multi-Year Assessment Cycles and Unexpected Changes 

 


Assessment and External Reporting

In addition to ensuring that UHV provides the highest quality educational programs and support services possible, annual assessment also keeps UHV in compliance with the requirements of regional accreditation and the Texas Higher Education Coordinating Board. Following are SACSCOC and THECB statements that guide UHV assessment.

From the Principles of Accreditation

Southern Association of Colleges and Schools Commission on College

Core Requirement 2.5

The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional effectiveness)

Comprehensive Standard 3.3.1

The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional  Effectiveness)

  • 3.3.1.1   educational programs, to include student learning outcomes
  • 3.3.1.2   administrative support services
  • 3.3.1.3   academic and student support services
  • 3.3.1.4   research within its mission, if appropriate
  • 3.3.1.5   community/public service within its mission, if appropriate

 

From the 60x30TX Higher Education Strategic Plan

Texas Higher Education Coordinating Board Members

The Third Goal: Marketable Skills

By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills.

This goal challenges institutions to think more explicitly about the programs they offer and the job skills that students learn within those programs. Marketable skills in this plan are defined as: Those skills valued by employers that can be applied in a variety of work settings, including interpersonal, cognitive, and applied skill areas. These skills can be either primary or complementary to a major and are acquired by students through education, including curricular, co-curricular, and extracurricular activities.

Clearly, many students in Texas are graduating from two- and four-year colleges with marketable skills. Public institutions of higher education, for example, adhere to the Texas higher education Core Curriculum and its six Core Objectives, which include the marketable skills of communications, critical thinking, and teamwork. Students who complete the Core Curriculum learn those skills at a basic level. Students, however, are not always aware of the value of these skills or able to articulate them to employers. Two- and four-year institutions can advance this goal by making students aware of the skills they learn within the Core Curriculum and other coursework.