Assessment – Processes to identify, collect, use, and prepare data that can be used to evaluate achievement. Assessment and evaluation are often confused, but assessment precedes evaluation.

Evaluation – Process of reviewing the results of data collection and analysis (i.e., assessment) and making a determination of the value of findings and action to be taken. Evaluation and assessment are often confused, but assessment precedes evaluation.

Goals – Broad statements about what the organizational unit is trying to accomplish to meet its mission (including major issues that are faced). The goal statements are general few in number and describe the primary things that the unit is trying to accomplish.

Mission Statement – The statement identifies for constituents external to the unit the purpose of the unit and describes why it exists (purpose). It usually includes what clients’ needs are being met and the services provided to meet those needs. The organizational unit’s mission statement should be consistent with the mission statement of the University.

Objectives – Specific results toward which effort is directed to achieve the each goal. Objective statements further define the goal and serve to identify specific activities that take place to achieve each goal. By monitoring the objectives through the use of performance indicators, the unit can identify how well it is achieving its goals.

Performance Criteria – Specific, measurable statements identifying the performance(s) required to meet the outcome; confirmable through evidence.

Performance Indicator – High-level numeric or qualitative measures that that will be used to monitor progress toward achieving the objective. These are generally metrics that a unit is already monitoring (e.g., time to completion, number of applications processed, customer satisfaction ratings, dollars raised, number of complaints, etc.). The metrics serve as indicators of how well the unit is meeting its objectives.

Program Educational Objectives – Statements that describe the expected accomplishments of graduates during the first few years after graduation. After a few years, what the graduate does gradually becomes a result of the work, new knowledge, life experiences, and life-long learning and becomes less related to what specifically was learned in an educational program.

Program Outcomes – Statements that describe what students are expected to know and be able to do by the time of graduation.