QAR Samples - Standard 2
In this section, the QAR makes the case that program completers are able to adapt to working in a variety of contexts and continue to grow as professionals. As with Standard 1, this section starts with the Aspect-Evidence Table, specifying the measures used in support of particular aspects of the standard and for particular programs.
Some QAR authors introduce each of the measures selected for Standard 2’s evidence set at the start of the standard. Describing the context and rationale for measures' selection gives important background information to readers who are not familiar with locally developed or state-mandated assessments. You can further support your report readers by including links to examples of these measures as they are described in the report. As with Standard 1, your analysis of findings should refer to your own identified criteria for successful performance in evaluating results and in planning for responses.
Standard 2 Samples
Note that these samples represent options for approaching the QAR and are not intended as prescriptive models or templates; they also may be missing elements (such as the Aspect-Evidence Table) that AAQEP introduced since the time they were written. When writing your own report, you may find it useful to incorporate a variety of the strategies presented across these excerpts.
Manhattan College is a Catholic, private liberal arts university in the Lasallian tradition located in New York City. The provider opens this section of the report with some contextual background regarding partner and alumni school demographics.
Throughout Standard 2, each aspect and measure is clearly introduced and visually highlighted through the use of color and font styles. A brief summary of the evidence closes each aspect along with, in some cases, already-implemented changes and/or self-identification of improvements to be made.
Measures are introduced with a brief description followed by the relevant data for the particular aspect of attention. Data tables are consistently labeled and given a descriptive heading. Additionally, the report clearly identifies which items from each measure align to which aspect (see example regarding the Skyfactor Benchmark Alumni Survey, pp. 74, 80, etc.).
Qualitative data from interviews with employers (see pp. 104-106) is also presented along with a link to the full transcription.
The standard comes to a close (p. 106) with an emphasis on program completer competence and an acknowledgment of opportunities of improvement. The provider also clearly articulates plans for continuous improvement, acknowledging its ongoing responsibility for completer quality and outcomes. (Also see Manhattan College’s Conclusion and Appendix C.)