Problems and remedies in assessing general education or core learning outcomes, part 1

One frequently encountered problem with 'final reports' of an assessment of a general education or core learning outcome is that both the quantitative data presented and the narrative thrust of the report focus on average performance. But general education or core learning outcomes are concerned about qualities that all graduates of the program will have, not their average performance. So the relevant quantitative data is what percent of students are not meeting the threshold of quality performance, sometimes called proficiency, and a clear communication of what that proficiency is. One rarely sees both of these elements in final assessment reports. There are obvious reasons for their absence: if the threshold is set too high, then the report will end up with a statement, "30% of students do not meet the proficiency standard." If the threshold is set too low, then the report will end up with a statement, "All students demonstrated a consistent ability to add four digit numbers without a calculator in a short period of time." Do you have good and bad examples of this kind of report? Please post on the comments section.