Assessment is an ongoing process focused on grasping and enhancing student learning. It is a powerful tool to improve students’ learning in their courses and programs. We systematically define and modify outcomes, identify measuring tools, teach/assess, analyze/report and act/plan then take action to measure how well students’ learning aligns with our intended outcomes. We believe that assessment is a journey, not a destination, guiding our commitment to continuous improvement in student achievement.
Taxonomy is a framework that categorizes and organizes various levels of cognitive skills involved in learning. Developed by Benjamin Bloom in 1956. This taxonomy is widely used by educators to design learning objectives, assessments, and instructional activities.
Assessment tasks are completed by groups of students who may have varying levels of exposure to the learning experience. Assessment tasks may be voluntary. Assessment may be linked to strategic plans or institutional outcomes (like general education). It may be useful to remember that learning activities serve two primary functions:
Learning activities, programs and experiences that reinforce the institution’s mission and values and complement the formal curriculum. Every interaction a student has on campus can potentially be a learning experience related to institutional, general education or cocurricular outcomes. Often, cocurricular learning is hands-on and offers opportunities to hone skills, put ideas into practice, and showcase achievements. A meaningful learning experience is more fully understood when connected with prior knowledge. Examples include PTK and Student Government Association.
If you can answer Yes to all of these questions your activity qualifies as co-curricular:
Course-level assessment examines individual courses and student learning outcomes using tools such as quizzes, tests, labs, papers and projects. This evaluation enables instructors to adapt their teaching strategies for the current term and make plans for future course improvements.
Assessment completed at the course level. CLOs are defined on our course information form. These learning outcomes are assessed through coursework and can directly relate to the Laker Learning Competencies. CLOs are statements that clearly outline what a student is expected to know, understand, and be able to do by the end of the course. CLOs guide the teaching and learning process by providing specific goals for students to achieve. Data is collected through tests and artifacts, evaluated by the instructor and shared with the lead instructor.
We believe that assessment is a journey, not a destination, guiding our commitment to continuous improvement in student achievement.
A curriculum refers to the specific lessons and subjects’ students learn in a course. It can also refer to the general array of courses offered by an entire school.
Is the process of documenting the connection between course learning outcomes and program goals and objectives.
Extracurricular activities are activities for students that are not in support of their course of study. They may grow efficacy or socially, but the learning is not specifically designed to support the curriculum. Examples include athletics and intramurals.
Focuses on assessing what students know or are able to do, and where they may need improvement, during a specific learning task. It provides insight into student progress within a course.
Example:
Assignments, quizzes, tests, labs, lead-up assignments/drafts, proposals, mock-ups
Institutional-level assessment (general education) evaluates the overall quality of education and achievement throughout the institution, typically concentrating on broad goals, including communication, creative thinking and problem solving, critical thinking, global and cultural literacy, information and technology literacy, professional skills and ethics, quantitative literacy, and scientific literacy. These goals align with the institution’s mission and values. Faculty assessment ensures that course content aligns with program goals and that programs contribute to the institution’s objectives for student success. [Link to Laker Learning Competencies]
Also known as general education outcomes and Laker Learning Competencies, ILOs are integral to the success of our students not only those who transfer to a four-year university but also those who go directly to the workforce upon completion.
ILO stands for Institution Learning Outcome. These measurable student learning outcomes can be added to any Program’s curriculum map and allow you to collect Institution-wide student learning outcome across multiple Colleges, Departments and Programs. These outcomes can only be measured when added to a Program, so they must be included in a Program curriculum map
(Link to the PDF)
Also known as general education outcomes and institutional learning outcomes, Laker Learning competencies are integral to the success of our students not only those who transfer to a four-year university but also those who go directly to the workforce upon completion.
Refers to how the outcome will be measured. Examples include
Assessment Measure Types
Comprehensive Exam
Exam/Quiz
Exercise/Activity
Paper/Essay
Performance
Presentation
Professional Documentation
Project
Standardized Test/Certification or Licensure Exam
Program-level assessments concentrate on the fulfillment of the program’s mission, encompassing factors necessary for accreditation, such as the quality of facilities, available resources for students, and the influence of faculty and staff on achieving program goals. All of these elements support a thorough evaluation of course outcomes
Assessment completed at the program level. Outcomes are defined on our program information form. PLOs are broad, overarching statements that describe the knowledge, skills, and competencies that students are expected to acquire by the end of the academic program. These learning outcomes are assessed through coursework among various courses throughout the program. Program directors or coordinators evaluate and assess student performance as a whole for the program. PLOs clearly state what Students should learn by the end of their studies; they describe the knowledge, skills, or qualities Students should have upon program completion. PLOs guide teaching to ensure that programs meet standards and prepare students for their future careers. (Program outcomes)
A scoring guide that outlines the criteria for evaluating an assignment or task. It typically includes a detailed description of performance characteristics linked to each point on a rating scale.
Offers an overall summary at the end of a course, unit, or program.
Comprehensive exam, a portfolio of works, final paper, presentation, or a standardized test
Departments’ institutional assessment is now called Master Planning for Working Teams. Departments define short and long-term goals and assess these annually.