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 and co-curricular experiences are expected to assess the student learning that is occurring. This includes identifying clear goals or outcomes, analyzing the assessment results, and making improvements based on the findings.
| Curricular (Academic) Programs | Co-Curricular Experiences |
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Examples
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Co-curricular experiences are intentionally designed to enhance the application of classroom learning and support the personal development of students.
Examples
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The assessment of student learning for academic programs is done at the program level with program-level goals and outcomes (i.e., for each academic degree or certificate).
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The assessment of student learning for co-curricular experiences is done at the experience level, as opposed to the departmental level. There may be many co-curricular experiences within a specific department and there may be many departments that are part of a co-curricular experience. |
| What Faculty Need to Know About Assessment | WHAT STUDENT AFFAIRS PROFESSIONALs NEEDS TO KNOW ABOUT ASSESSMENT |
Assessment Planning
Assessment plans are articulated at the program level (academic) or experience level (co-curricular) and include the following:
- Department/program mission statement or purpose of the experience
- Student learning outcomes and their respective assessment measures
- Map of outcomes and courses (academic programs only)
- Targets of success for each outcome
All assessment plans are saved in Planning & Self-Study.
Academic Programs
Co-Curricular Experiences
Annual Assessment Reporting
A report must be completed for each academic degree program and co-curricular experience each year. These reports contain:
- The listing of learning outcomes that were assessed during the previous academic year
- Targets for success for the identified outcomes (if not articulated in the Assessment Plan)
- Data and findings related to each assessed outcome
- Action plans if targets are not met
- Activities that support taking action towards continuous program improvement
- Supporting documentation of assessment
Assessment Reporting Deadline
Academic Programs -- October 1st
Co-Curricular Experiences -- August 1st
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.
Academic Programs
The Atmospheric Sciences assessment report includes outcomes that are robust and clearly align with broader goals. They reference multiple direct assessment methods from various courses and multiple levels within the curriculum. Results and thoughtful analysis were provided for each measure and outcome. Action plans clearly tie to improved student learning.
The Professional Health Biology program’s assessment report references direct assessments that align with the learning outcomes. This program is encouraged to further elaborate on their action items will be taking place based on the assessment results. This could include discussions of how the assessment results are used by the department or adding formative assessment from courses other than the capstone course.
The English program utilizes both direct and indirect assessment methods to assess their student learning outcomes. This program may want to update their outcomes to clearly articulate the skills that students should obtain (e.g., synthesize connections between multiple texts to literary traditions).
The Musical Theatre program has a good handle on their assessment processes; multiple assessment methods are used, and a variety of courses are referenced in the report. They also have a clearly articulated assessment rotation for the learning outcomes.
The Political Science degree program references both indirect and direct assessments for each of their learning outcomes. This program does an excellent job constructing action plans to help close the gap in student learning outcomes. They have been encouraged to expand their programmatic assessment efforts beyond the capstone course to other 300/400 level courses required of the degree program.
The Social Work’s assessment plan outlines detailed learning outcomes that align to their external accreditation competencies. Each outcome is assessment with a direct measurement and a Field Evaluation, which is appropriate for this degree program. Results and analysis were provided for all learning outcomes; detailed action plans were included for outcomes when the target was not met. This program has been encouraged to provide additional clarity on their targets for each assessment measure.
The Sociology program does a nice job of including several upper-level courses to gather their assessment data. They also use indirect assessment to support the direct assessments occurring. The results and findings were clearly reported and included insightful analysis. The action plans were clear and identified specific strategies to improve student learning outcomes.
Unmanned Aircraft System Operations BS
The UAS program’s assessment report demonstrates the use of multiple assessment measures over several courses at different levels of the program. This program has been encouraged to enhance their analysis section and action planning, with the focus of improving student outcomes and experiences.
Co-Curricular Experiences
The Writing Center's assessment report includes using direct and indirect assessment methods. They compare their results to national trends, and clearly identify action steps that will lead to improved student learning.
The Housing & Residence Life assessment report includes a thorough breakdown and discussion of their assessment results. This department is able to compare their survey scores to national trends, and references past departmental data in their analysis.
Assessment Resources
- Assessment Basics
- Common Assessment Terminology
- Principles of Good Practice for Assessing Student Learning
- From the American Association of Higher Education, 9 principles of good practice related to assessing students
- Essential Guide to Assessment Strategy
- General information related to: Establishing Clear Outcomes (academic, operational and program), Curriculum Mapping, Measuring Outcomes, and making data-informed decisions to continually improve
- Grading vs. Assessment [4:27]
- Assessment 101
- The Assessment Cycle
- A general overview of the steps within the Assessment Cycle
Writing Learning Outcomes
- Writing Effective Outcomes [3:13]
- A Brief Guide to Creating Learning Outcomes
- A basic brief overview to developing learning outcomes. A great resource if you are new to creating learning outcomes for your program or department
- How to Write Learning Outcomes Worksheet
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.
- Bloom's Taxonomy & Outcomes Action Verbs
- Using Bloom's Taxonomy to Write Effective Learning Objectives
- Revised Bloom's Taxonomy
- What is Bloom's Digital Taxonomy? [4:51]
Learning vs. Success (Program) Outcomes
Rubrics
- Building Effective Rubrics
- Introduction to Rubric Design and Use
- Essential Studies VALUE Rubrics
- Developing Rubrics in Qualtrics
- Question Type: Matrix
- Matrix Type: Likert
- Format: Profile
Surveys
Books
- Assessing Student Learning: A Common Sense Guide by Linda Suskie
- Assessment Essentials: Planning, Implementing, and Improvement Assessment in Higher Education by Trudy Banta and Catherine Palomba
Journals
- Assessment Update
- Journal of Assessment & Institutional Effectiveness
- Journal of Student Affairs Inquiry, Improvement and Impact
- Research & Practice in Assessment
Assessment Organizations