Develop Measuring Tools

Learning outcomes are only valuable if they are properly assessed. Program and course improvements can only be achieved by evaluating the effectiveness of various assessment strategies. Once learning outcomes are defined, planning for data collection is crucial. The good assessment question is the key to good assessment (Valcarcel Graig, 2009). It’s essential to focus assessment strategies on what truly matters and select the right assessment tools. Since the goal of assessment is to enhance student learning, it is crucial to identify the key skill in the course or program where students are facing challenges.

Key Questions to Consider:

• What types of evidence (assignments, exams, projects, etc.) are relevant to the learning outcomes and Laker Learning Competencies? (Ensure this evidence is measurable.)
• How will you measure these activities to evaluate the goals? Consider metrics, such as percentage of pass rates, completion rates and rubric scores. (Ensure the measures are both measurable and manageable.)

Assessment Measures

Start by identifying how you want to assess student performance.

Scoring tools: offer quantitative and/or qualitative data to inform faculty about the level of student performance being achieved.

Standardization of measure: this makes the assessment easier and more meaningful. The faculty own the assessment and outcomes. They can choose which assignment and which tool they will use, and ideally it will be a standardized of measurement tool for the department.

Rubrics: an excellent tool to describe performance levels of what success looks like. It provides guidance to students. We train our faculty on how to use rubrics.

Assessment Tools or Instruments

Tools, such as portfolios, artifacts, projects, embedded test questions, quizzes, papers and presentations, can be used for assessment.

Guidelines for Writing Effective Assessment Questions:

• Meaningful: focus on areas where faculty or students need answers
• Relatable: link questions to course objectives, program goals, or desired outcomes
• Measurable: formulate questions so they can be answered within the course or program
• Manageable: ensure questions are feasible to address
• Actionable: provide insights that can lead to improvements in the course or program curriculum

References

Valcarcel Craig, D. (2009). Action research essentials. Jossey-Bass.