Results rarely lead to actions to improve learning. Faculty do not monitor whether changes lead to intended improvement. Students may or may not receive feedback, but do not use it for improvement. Faculty analyze results collectively. Analysis is informed by theoretically and empirically sound learning principles.
Results are an integral part of decision making in the department.
Results are viewed as valuable feedback about student progress toward objectives. Based on results, faculty implement ways to improve learning and development. Faculty assess whether changes lead to intended improvement in learning. Students use feedback to improve their progress toward learning objectives.