CLAS Assessment:
The Next Steps
Developed By: Maria Cimitile, Julie Guevara, Kylene Dalton-Koons, Jennifer Glaab
Strategic & Assessment Planning
Assessment
Plan
 Goal
Strategic
Plan








Goal #1
Goal #2
Goal #3
Goal #4
Goal #5
Goal #6
Goal #7
Goal #8
#2
 Goal #5
 Goal #8
Assessment Cycle at GVSU
Data
Collectio
n
(2)
Guides
Analyzed in
(Continuous
)
Training on
Measures
(Rubrics,
Surveys, Exams,
Other)
Str
at
eg
ic
Pl
an
Modifies
(1)
Assessmen
t Plan
Modifies
GVSU
Program
Study
(4)
•Assessment reports due to UAC every three years
•Assessment plan revisions due to UAC every three years included with assessment
report submitted to UAC
•GVSU program study due every six years (cycle incorporates 1, 2, & 3)
(3)
UAC
Assessment
Report
Incorporated in
Assessment Strategies

Rubric – A rubric is simply a scoring guide, and
can be useful in standardizing assessment.
Rubrics provide less biased measures.
 PROS:
expectations explicit, convincing
documentation, accurate, unbiased, consistent,
emphasis on “doing” over understanding, make
criteria explicit, make scoring easier and faster, make
scoring more accurate, less bias and consistent,
reduce arguments with students
 CONS:
can lack credibility; does not provide
qualitative, thorough feedback; inconsistencies
between evaluators, does not allow for variability in
scoring, difficult to use with independent projects
Assessment Strategies

Alumni and employer surveys – The use of alumni and
employer surveys in assessment allows an external
glimpse of the strengths and weaknesses of a program.
Feedback from these sources reveals achievement of
learning goals, as well as student readiness for the work
force (Suskie, 2004; Palomba & Banta, 1999). This
assessment strategy is accomplished through mail
and/or telephone surveys, focus groups, and interviews.

PROS: qualitative and quantitative, gives external perspective,
vast array of possible questions, leading to many kinds of
analysis

CONS: feedback rate, difficult to code, may have skewed
reactions (validity), not scientifically constructed, cannot be
generalized, vary depending on economy
Assessment Strategies

Exams - a common way to demonstrate student
knowledge. If professors use the same exam for
multiple years, it can provide longitudinal data
on students’ learning.
 PROS:
direct measure of skill/knowledge, assess a
large number of people in short amount of time,
easier to score
 CONS:
time invested in original development, difficult
to write items which test higher-order thinking,
“Teaching to the test”
Assessment Strategies

Embedded testing – Assessment that is
incorporated into assignments can present
valuable information and data regarding student
learning, as well as achievement of program
goals (Suskie, 2004). Because these measures
are “embedded” in the curriculum, no additional
labor is required.
 PROS:
representative, standardized, serve dual
purpose (less work, use of existing resources)
 CONS:
inconsistent among evaluators, reliability
Assessment Strategies

National standardized tests – The use of
national standardized tests is important in
education evaluation. This comprehensive
assessment strategy quantifies outcomes and
allows performance comparison on a local,
state, and national level.
 PROS:
centralized, consistent, comparative, may be
generalized, quantitative, objective, reliable, valid,
provide norms, reliability/validity already proven,
readily available
 CONS:
not qualitative, no room for subjectivity,
unintended consequence of narrowing curriculum,
inconsistent with active learning, costs
Assessment Strategies

Pre-test/post-test student assessment – This
assessment strategy can evaluate learning, as
well as achievement of learning goals, through
use of a benchmark measure. These tests are
administered by faculty on the first and last day
of class.
 PROS:
controls internal validity (produced by
intervention), quantitative, shows learning
 CONS:
imprecise, difficult to interpret results/answers
Assessment Strategies

Portfolios of student work evaluation –
Student portfolios may be used to record
and assess student learning (Suskie,
2004). This strategy demonstrates
improvement among the learner.
 PROS:
centralized (one place of evidence),
integrates instruction and assessment
 CONS:
not standardized, subjective, time
consuming
Assessment Strategies

External reviews by peers – Peer
evaluation can influence student
participation, as well as enhance
interpersonal skills (Suskie, 2004).
 PROS:
 CONS:
qualitative (provides experiential data)
subjective, not quantitative,
inaccurate, rating bias and errors