A coach or a director might well respond in irritation if a colleague were to respond to requests for feedback on a game or theatrical performance with pabulum such as "Looks good," "Good job," or "That's fine." So long as neither athletic nor theatrical perfection have been reached, helpful feedback highlights weaknesses, problems, and deficiencies. Likewise, since we can be confident that we have not reached instructional perfection, assessment results are useful when they help us to identify learning and teaching problems.
As you make plans for analyzing, interpreting, and acting on your assessment data, look for ways to involve students and colleagues from departments that your program serves. What do they have to say about the quality of the learning in your program? What do the employers of your graduates tell you about strengths and weaknesses in your program? Remember also that the data won't speak for themselves. They must be interpreted and you must make meaning from them.
Above all, remember Barbara E. Walvoord's focusing words: the end of assessment is action.
Which students are progressing well toward outcomes?
What do we know about why they are doing well?
Which students aren't making good progress?
What do we know about why they aren't doing well?
What have we learned about learning during the past year?
What new questions has this raised?
What outcome or outcomes will we explore this year?
What curricular or pedagogical change do we propose?
What information do we have? What is missing?
What funding and/or faculty leaves will we need?
What role do we anticipate for student researchers?
How will we go public with our findings?