The Cycle of Assessment

Assessment is an ongoing method focused on grasping and enhancing student learning, it is a powerful tool to improve student learn 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.

Define/Modify Outcomes

What Are Learning Outcomes? Why Do We Use Them?

Learning outcomes capture the specific and measurable skills, abilities, knowledge or values students should demonstrate upon completing a course or program. Like goals, they are directly measurable but are more specific to the components of the class. They help focus on the learning planned at that stage of the course or program. Creating measurable learning outcomes is the initial step in evaluating student learning. To assess learning effectively, we need to formulate questions for classes, courses, programs or cocurricular activities.

What Makes a Good Outcome?

What skill or concept will the learner gain or understand?

Example of Good Outcomes!

At the successful completion of this course, students will be able to:

• debate a controversial issue using multiple perspectives and evidence.
• solve for components of an obtuse triangle.

Example of a Bad Outcomes!

At the successful completion of this course, students will be able to:

• listen to the concerns of others.
• demonstrate an understanding of how to assess and manage pain.
• know how to use a tire gauge.

Key Questions to Consider

• What specific outcomes should students achieve in this course or program? Do these align with those listed on the Course Information Form or Program Development Form? (Ensure they are meaningful and relevant.)
• What Laker Learning Competencies are addressed in this course or program? [Link to the attached Laker Learning Competencies.]
• What particular knowledge or skills should students acquire in this course or program? (Ensure these are meaningful.)
• What is the current level of students’ understanding and knowledge? (This should be actionable.)
• Which outcomes do students find most challenging? (Ensure these are meaningful and relevant.)

References

Gahagan, J., Dingfelder, J., & Pei, K. (2010). A faculty and staff guide to creating learning outcomes. University of South Carolina.