Overview
Data collection is the process of gathering the evidence identified in the assessment strategy developed in Stage 2. Depending on the outcome and method, evidence may include student work, rubric scores, survey responses, institutional data, operational records, participation data, interviews, focus groups, or other sources.
The goal during this stage is to collect complete, accurate, and usable evidence that reflects the assessment plan and can support meaningful analysis.
Data collection may occur at a specific point in the semester or year, at multiple intervals, or continuously, depending on the assessment method.
Follow the Assessment Strategy
Data should be collected according to the assessment method established before data collection begins. This helps ensure that the evidence ultimately analyzed corresponds to the intended outcome and Minimum Criteria for Success.
Before collecting data, confirm:
- What evidence will be collected
- Who or what will be included
- Who is responsible for collecting the evidence
- When and where collection will occur
- How the evidence will be recorded or stored
- Whether the entire population or an approved sample will be included
- How the evidence will eventually be evaluated or analyzed
If circumstances require a change to the original assessment strategy, document the change and the reason for it.
Collect Data Consistently
Consistency is important to producing credible assessment results. Whenever possible, the same collection procedures should be used across the population or sample being assessed.
For successful data collection:
- Assign responsibility for collecting and monitoring evidence early in the process.
- Establish a clear timeline and communicate important collection dates.
- Provide clear instructions to everyone involved in collecting or submitting evidence.
- Use common instruments, rubrics, definitions, or procedures when appropriate.
- Send reminders and monitor progress throughout the collection period.
- Confirm that evidence is being collected from the population or sample identified in the assessment strategy.
- When applicable, ensure that relevant courses, sections, modalities, locations, or other groups identified in the assessment strategy are represented.
Monitor Data Quality and Completeness
Do not wait until the end of the collection period to determine whether the needed evidence is available.
Periodically review the evidence being collected to identify:
- Missing data or artifacts
- Low survey response or participation
- Incomplete records
- Inconsistent collection procedures
- Unexpected differences from the planned population or sample
- Problems with an instrument, rubric, system, or data source
Identifying issues early provides an opportunity to address them before the assessment period ends.
Do not replace, exclude, or selectively collect evidence simply because the results appear unfavorable. Any exclusions or changes to the planned collection process should have a clear rationale and be documented.
Organize and Protect Assessment Evidence
Evidence should be organized so that it can be accurately analyzed in Stage 4 and, when appropriate, revisited as part of future assessment or follow-up activities.
Programs and units should:
- Maintain clear records of what was collected and when
- Use consistent file names, categories, or data fields when appropriate
- Retain information needed to understand the population, sample, or response rate
- Document any changes or limitations encountered during collection
- Protect confidential or sensitive information and follow applicable university requirements for access, storage, and use of data
Only information necessary for assessment should be retained or shared.
Communicate with Those Involved
Successful data collection often depends on coordination among faculty, staff, administrators, data providers, or other stakeholders.
Maintain clear communication about:
- What information is needed
- When it is needed
- Who is responsible for providing or collecting it
- How it should be submitted or recorded
- Who should be contacted if problems arise
When appropriate, inform participants about the purpose for collecting information and how the evidence will support assessment and improvement.
Before Moving to Stage 4
Before beginning analysis, confirm that:
- The planned evidence has been collected.
- The appropriate population or sample is represented.
- Any missing or incomplete data have been identified.
- Changes from the original assessment strategy have been documented.
- The evidence is organized and accessible for analysis.
- Relevant confidentiality and data-handling requirements have been followed.
- Any limitations that may affect interpretation of the results have been noted.
If important evidence is missing or the collection process differed substantially from the assessment strategy, document those limitations before interpreting the results.