Assessment

Once you have . . .

• Articulated the SLO,

• Designed the teaching and learning activities that provide the student a way to learn/ practice the SLO,

• Now it is time to build an assessment and feedback process based on 1) the SLO and 2) the teaching and learning activity

• Curriculum or course performance-based (outcomes not grades)

• Content analysis

• Standardized exams

• Locally-developed exams

• Juried competitions

• National surveys

• Locally-developed surveys (institution/ department/ program)

• Assessment results should be useful for improving the degree program

• Results should be easily interpreted and unambiguous

• Data should not be difficult to collect or access

• Information should be directly controllable by the program

• Methods should assess both the strengths and weaknesses of your program

• Provide an “objective” means of quantifying SLOs

• Indicate how you will measure the outcome

– Direct measures quantify the competence of students (exam scores, rated portfolios)

– Indirect measures quantify the perceived learning (student self perception of learning i.e. self-assessment)

• Indicate when you will measure each outcome

Identify MATURE Measures/Methods

Matches

– Directly related to the outcome it is trying to measure

Appropriate methods

– Uses appropriate direct and indirect methods

Targets

– Indicates desired level of performance

Useful

– Helps to identify what to improve

Reliable

– Based on tested, known methods (if available)

Effective and Efficient

– Both characterize the outcome