Select methods or instruments for gathering evidence to show
whether students have achieved the expected learning outcomes
related to program or course goals. Methods of assessment will vary
depending on the learning outcome(s) to be measured.
Following is a partial list of examples:
Direct Measures
(Students demonstrate an expected learning outcome)
Scoring Rubrics: can be used
to holistically score any product or performance such as essays,
portfolios, recitals, oral exams, research reports, etc. A
detailed scoring rubric that delineates criteria used to
discriminate among levels is developed and used for scoring.
Capstone Courses: could be a
senior seminar or designated assessment course. Program
learning outcomes can be integrated into assignments. Performance
expectations should be made explicit prior to obtaining results
Case Studies: involve a systematic
inquiry into a specific phenomenon, e.g. individual, event,
program, or process. Data are collected via multiple methods
often utilizing both qualitative and quantitative approaches.
Embedded Questions to Assignments:
Questions related to program learning outcomes are embedded within
course exams. For example, all sections of “research methods”
could include a question or set of questions relating to your
program learning outcomes. Faculty score and grade the exams
as usual and then copy exam questions and scores that are linked to
the program learning outcomes for analysis. The findings are
reported in the aggregate.
Standardized Achievement
Tests: Select standardized tests that are aligned to
your specific program learning outcomes. Score, compile, and
analyze data. Develop local norms to track achievement across
time and use national norms to see how your students compare to
those on other campuses.
Locally developed exams with objective
questions: Faculty create an objective exam that is
aligned with program learning outcomes. Performance
expectations should be made explicit prior to obtaining
results.
Locally developed essay
questions: Faculty develop essay questions that align
with program learning outcomes. Performance expectations
should be made explicit prior to obtaining results
Reflective Essays: generally
are brief (five to ten minutes) essays on topics related to
identified learning outcomes, although they may be longer when
assigned as homework. Students are asked to reflect on a
selected issue. Content analysis is used to analyze results.
Performance expectations should be made explicit prior to obtaining
results
Collective Portfolios: Faculty
assemble samples of student work from various classes and use the
“collective” to assess specific program learning outcomes.
Portfolios can be assessed by using scoring rubrics; expectations
should be clarified before portfolios are examined.
Observations: can be of any
social phenomenon, such as student presentations, students working
in the library, or interactions at student help desks.
Observations can be recorded as a narrative or in a highly
structured format, such as a checklist, and they should be focused
on specific program objectives.
Indirect Measures of Student
Learning
(Students or others report their perception of how well a given
learning outcome has been achieved)
Standardized Self-Report
Surveys: Select standardized tests that are aligned to
your specific program learning outcomes. Score, compile, and
analyze data. Develop local norms to track achievement across
time and use national norms to see how your students compare to
those on other campuses.
Focus Groups: are a series of
carefully planned discussions among homogeneous groups of 6-10
respondents who are asked a carefully constructed series of
open-ended questions about their beliefs, attitudes, and
experiences. The session is typically recorded and later the
recording is transcribed for analysis. The data is studied
for major issues and reoccurring themes along with representative
comments.
Exit Interviews: Students
leaving the University, generally graduating students are
interviewed or surveyed to obtain feedback. Data obtained can
address strengths and weaknesses of an institution or program
and/or to assess relevant concepts, theories or skills.
Interviews: are conversations
or direct questioning with an individual or group of people.
The interviews can be conducted in person or on the
telephone. The length of an interview can vary from 20
minutes to over an hour. Interviewers should be trained to
follow agreed-upon procedures (protocols).
Surveys: are commonly used
with open-ended and closed-ended questions. Closed-ended
Questions require respondents to answer the question from a
provided list of responses. Typically, the list is a
progressive scale, ranging from low to high or strongly agree to
strongly disagree.
Classroom Assessment: is often
designed for individual faculty who wish to improve their teaching
of a specific course. Data collected can be analyzed to
assess student learning outcomes for a program.
Adapted from work done by Allen, Mary; Noel, Richard C.;
Rienzi, Beth M.; and McMillin, Daniel J. (2002). Outcomes
Assessment Handbook, California State University, Institute for
Teaching and Learning, Long Beach, CA. and the APA Task Force on
Undergraduate Psychology Major Competencies.