Assessing Student Learning Outcomes*. * Adapted from the University of Virginia. Assessment is a process of gathering and interpreting information to discover if a program is meeting established goals and then using that information to enhance the program. Why Assess?.
* Adapted from the University of Virginia
Assessmentis a process of gathering and interpreting information to discover if a program is meeting established goals and then using that information to enhance the program.
“The College demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes.”
To maintain, foster, and improve
the unique teaching and research environment.
Programs define their own most important outcomes.
Methods should be simple and connected to what faculty are already doing.
How will assessment activities be reported in the future?
“Good assessments give reasonably accurate, truthful information.”
Why do we insist on measuring it with a micrometer when we mark it with chalk and cut it with an axe?
In assessment, “the perfect is the enemy of the good.” Let’s keep striving for the good.
An approximate answer to the right question is worth a good deal more than an exact answer to an approximate question.
--J. W. Tukey
Slide replicated from Linda Suskie’sAchieving Middle States’ Expectations for Assessing Student Learning, a presentation to the Middle States Commission on Higher Education, May 2005. Used with permission.
Defining & Developing
Student learning outcomes are properly defined in terms of the knowledge, skills, and attitudes that a student has obtained at the end (or as a result) of his or her engagement in a specific program.
What do students need to know and be able to do after they graduate from this program?
Be aware of covert versus overt performance criteria.
Does the learning outcome:
(Papers, exams, projects)
As much as possible, use what you are already doing!