Student Learning Outcomes Assessment

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.

All academic programs are expected to measure student learning through outcomes assessment. Co-Curricular units are also expected to collect data related to student experiences outside the classroom.

Academic Programs

Academic programs focus on supporting academic development of students.

  • Primary purpose is learning and development
  • Learning outcomes align with the academic major
  • Measures student achievement upon graduation
  • Required as part of a degree or certificate
  • Every student who earns a degree or certificate from UND will be assessed academically

The assessment of student learning for academic programs is done at the program level with program-level outcomes (i.e., for each academic degree or certificate).

Co-Curricular Experiences

Co-curricular experiences focus on supporting the personal and social development of students.

  • Primary purpose of the experience is learning and development
  • The clearly articulated outcomes align with the various departments offering co-curricular experiences across campus
  • Participation is optional
  • Not all students participate in co-curricular experiences

Co-curricular data analysis is done at the experience level, as opposed to the academic departmental level.

Assessment Plans

All assessment plans are saved in Planning & Self-Study (Watermark).

Watermark Login

Login with your NDUS credentials.

Annual Assessment Reporting

A report must be completed for each bachelor's degree and co-curricular experience annually. All certificates, regardless of level, and graduate level degrees are reported on a biennial basis. Assessment reports contain:

  1. The listing of learning outcomes that were assessed during the previous academic year
  2. Targets for success for the identified outcomes (if not articulated in the Assessment Plan)
  3. Data and findings related to each assessed outcome
  4. Action plans if targets are not met
  5. Activities that support taking action towards continuous program improvement
  6. Supporting documentation of assessment

Assessment Reporting Deadlines

Academic Programs

October 1

Co-Curricular Experiences

July 15

Annual Assessment Reports are also submitted in the online repository, Planning & Self-Study. For instructions how to submit your assessment information into Planning & Self-Study, see that support page.

Sample Assessment Reports

Below are a few examples of high quality reports. These examples are intended to be references for faculty who will be responsible for collecting and entering data into Watermark. If you experience issues accessing the files, please contact allyssa.baumbach@und.edu.

Forensic Psychology, Undergraduate Certificate

The Forensic Psychology undergraduate certificate report identifies two learning outcomes and one measure for each outcome. Both measures are within the same course. This is common for an undergraduate certificate assessment. For the next assessment, other course assignments should be used. Assignment scores rather than letter grades are indicated. Results show the number of students who did not meet, approached, met, and exceeded the target. A brief analysis is provided. Because the department does not identify changes that need to be made at this time, the action is to maintain the current assessment strategy. 

Communicating Science, Graduate Certificate

The Communicating Science graduate certificate report identifies three learning outcomes and one measure for each outcome. Each outcome measure is housed in a different course. This is more than sufficient for a graduate program. Targets are above 70%, and the measure descriptions are clear. The targets note letter grades rather than a score, but the target is above 70%, and the results and analysis indicate many students far exceeded the target. An option for a future assessment could be to use another direct measure either from the same course or a different course to supplement the assignment grades. Two outcome measures indicate the assessment strategy will be maintained, but one outcome measure identifies data must be gathered. A conclusion is provided for the overall report. 

Social Work, BSSW

The Social Work bachelor’s degree program uses a variety of measures and 300-400 level courses for assessment, including several evaluations of field experience. Additionally, all outcomes include more than one measure, providing robust data for assessment of student learning and targeting areas for improvement. Field experience evaluations were conducted using a rubric that is clearly described, assignment scores rather than grades are used, and targets are above 70%. The number of students who met and did not meet the target is provided, and detailed actions are included, even when the assessment strategy is to be maintained. A conclusion of each outcome is provided as well as an assessment report summary. 

Medical Laboratory Science, MS

The Medical Laboratory Science master’s program uses many courses with more than one measure for assessment. Rubric scored measures and measures with scores or percentages are types of direct measures used. Pass rates and student evaluation scores are among indirect measures. Use of both direct and indirect measures provides multiple data points to use for program improvement and assessment of student learning. Targets are above 80%; actions are noted where challenges need to be addressed, or the assessment strategy is to be maintained. Results indicate the number of students who met and did not meet the target; conclusions for each outcome are provided, and there is a comprehensive summary at the end of the assessment report.  

Communication, PhD

The Communication doctoral program uses multiple measures evaluated using a rubric. These measures represent milestones students should reach throughout the program. All outcomes included more than one measure, with many outcomes including more than two measures, providing a robust opportunity for assessment and program improvement. Three course-based measures are included as indirect measures. High level measures (e.g., abstract, publications, etc.) provide opportunity for evaluation of student success in the program. Results indicate the number of students who met and did not meet the targets, which are set above 70%. Brief analysis is provided for each measure; actions are included for all measures as well as for those where the assessment strategy is to be maintained; each outcome includes a summary, and a comprehensive assessment report summary is provided. 

Frequently Asked Questions

Assessment of student learning outcomes refers to the regular assessment and reporting that degree programs must do to demonstrate the extent students met learning and success outcomes defined by each program.

Assessment of student learning helps support the rigorous and ongoing efforts faculty to ensure students have the best possible experience in their programs. Assessment reports provide data to OIEA that is used to create interactive reports and dashboards that faculty can use as a program improvement tool or to write future reports for assessment of student learning, APR, or accreditation.

No. Assessment of student learning and Academic Program Review (APR) are very different but related. APR involves a comprehensive review of the multiple components of your program over several years such as:

  • Enrollment
  • Faculty qualifications, research, teaching
  • Industry and program trends, etc.

Assessment of student learning is one section of the APR.

The Office of Institutional Effectiveness & Accreditation (OIEA) website has information about the APR cycle, and they also contact departments when they have an APR due. Please visit the APR website for full information about APR.

Academic assessment reports are due each October 1.

Cocurricular data is due July 15.

Please view the OIEA assessment cycle and contacts dashboards for full information.

Bachelor’s degree programs submit an annual report with data from the previous academic year, but certificates and graduate degrees report two academic years of data every two years.

Assessment reports are submitted to Watermark’s Planning & Self-Study (PSS) software. Make sure you can login and can view your program(s) right away. If you do not have access, please let OIEA know so you can be added to the system.

On your PSS homepage, you should see your program name. Click on it to view the sections of the assessment report. There are resources on the OIEA website that demonstrate how to complete each section, but please contact us if you would like to schedule a meeting to go through it with someone in OIEA.

After reports are submitted, they are reviewed by the University Assessment Committee (UAC). The committee will be evaluating completion, clarity, and quality using a rubric. As you will notice, a good assessment report includes:

  • Clearly articulated, single-barreled outcomes
  • Measures that align with outcomes
  • Specific targets (% of students who should achieve a specific standard/objective)
  • Quantitatively displayed results (presented alongside past data)
  • Indication of whether the outcome was met, partially met, or not met
  • A brief analysis of the results, including any nuances that should be considered
  • Recommended actions – even if the assessment strategy is to be maintained

Please remember that academic assessment is intended not only to comply with accreditation, but to support the goals your program has for your students.

Do not hesitate to contact our office if you have questions or concerns about the rubric or UAC evaluation process.

Data from assessment reports is used at the programmatic level and at the institutional level. After assessment reports are submitted, they are reviewed by the UAC, as described above, but the outcome data from the reports may also be shared with the Provost, Dean, and/or Chair. Some programs use assessment data for accreditation reporting purposes, as described above, but programs use data in many ways including:

  • Program improvement
  • Showcasing the successes of their students
  • Recruitment
  • Resource for future assessment reporting (e.g., results and actions sections)
  • Resource for writing student learning outcomes section of APR
  • Accreditation

Keep in mind, the dashboards are only meaningful for faculty if assessment reports are completed in manner that is meant to communicate program data to the rest of the department faculty. The intention is not to train OIEA in your discipline, but to use the assessment reports and linked dashboards as a continuous improvement tool. This is why your disciplinary expertise and investment in assessment are so important.

If you have not already done so, please verify you and all contributors can access the reporting system as described above.

  • Review the sections of the assessment report in PSS
  • Start to enter data if you have not already done so.
  • If this is the beginning of a new reporting year, you will need to add your outcomes. See the demonstration resources to help with this.

Contact Allyssa Baumbach (allyssa.baumbach@UND.edu). She oversees the assessment process and can provide you with general or specific support based on your needs.

Assessment Resources

Writing Learning Outcomes

Bloom's Taxonomy

Bloom's Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). Bloom's is hierarchian, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.

Learning vs. Success (Program) Outcomes

Learning Outcomes vs. Success Outcomes

Rubrics

Surveys

Books

Journals

Assessment Organizations

We use cookies on this site to enhance your user experience.

By clicking any link on this page you are giving your consent for us to set cookies, Privacy Information.