Program Assessment: Brief Faculty Guide
This guide was developed to assist programs/majors assess their impact on student
learning outcomes (SLOs). The ultimate goal of the program assessment process is
to enable departments to enhance student learning while aligning program goals
with the Dowling College mission statement and institutional goals. The overall
process is depicted schematically in Figure 1 below.
Figure 1: The Assessment Process
Select SLOs
Identify specific
outcome
measures
Act on outcomes
Evaluate
outcomes
Collect data from
measures
1
Dowling College Assessment Terminology. A particular vexing problem in the
assessment field is the lack of uniformity with respect to terminology. Some
institutions only use goals and student outcomes while others use objectives and
student outcomes. While there appears no single, Dowling College will use what
appears to be the most traditional and widespread terminology which includes
program goals, program objectives, and student learning outcomes. The meaning of
each is discussed below.
Ideal temporal sequence of activities.
 Step 1. Prepare Mission Statement
 Step 2. Develop Program Goals
 Step 3. Develop Program Objectives
 Step 4. Develop Student Learning Outcomes
 Step 5. Attach criterion to outcomes indicating how program will determine
either directly or indirectly whether outcome has been achieved
 Step 6. Collect data related to student learning outcomes
 Step 7. Analyze the data to understand to what extent outcome suggests that
objective is being met
 Step 8. Act on the data either by modifying courses, sequences, content or by
removing outcome from list and replacing with another student learning
outcome
At this point, we are asking program faculty to complete as much of this template as
possible. Our Middle States representative recently informed the Dean of
Assessment and Institutional Effectiveness that when the team returns in early
March, they expect that academic programs will be assessing student learning
outcomes, analyzing the results of the data they have collected, and have made
program decisions based upon their analyses. While some programs may only be
able to complete the first six steps during the fall semester through data collection,
it is anticipated that the data collected during the fall will be analyzed early in the
spring semester and acted upon before the team visit in March. These actions will
2
need to be documented early in the semester so that they can be uploaded into
TracDat, the new, electronic data collection system.
Program Mission Statement. Brief, concise, and distinctive, the mission statement
describes the purpose of the program. Aligned with the College mission statement
(see below), the statement summarizes the essential features and activities of the
program/major.
Mission statements often follow this format: The mission of (insert name of
program) is to (insert primary program purpose) by providing (insert essential
functions/activities of the program).
Examples:
Dowling College Mission Statement (Draft). Dowling College is an
independent comprehensive educational institution in the liberal arts tradition
whose mission is to prepare students to succeed in a wide range of careers and
creative pursuits. We prepare a diverse student population to lead and contribute
to a global community through collaboration between an expert faculty and a
dedicated staff, all of whom are devoted to a supportive, individualized learning
environment.

Biology: The mission of the biology department is to provide students
with learning that will prepare them for future challenges in the broad
areas of career opportunities in biology including professional studies in
medicine and varied research fields.

Sociology: The mission of the sociology department is to provide majors
with a broad understanding of human social behavior and group
processes and social structures and prepare them for careers in diverse
areas including criminal justice, social welfare, global studies, and social
science research.
Program Goals. Goals are broad, long-range impacts of the program that connect to
the program mission statement. Program goals reflect long-term program priorities
3
that have been selected by consensus and are widely disseminated to all program
participants including faculty, support staff, and students.
Examples by Program/Major.

English: The goals of the English major are:
o To develop in students an understanding of literary texts and issues
that is coherent, informed, and broadly responsive;
o To develop in students the ability to articulate that understanding;
o To develop that understanding through a range of courses in
English literature, American literature, and world literature in
translation.
o To build an inclusive knowledge of literature;
o To develop skills required for the critical interpretation of texts,
and to teach the principles of critical and effective writing.

Sociology: The goals of the Sociology program are:
o To develop the sociological imagination, including a familiarity
with sociological concepts, theories, methods, and research
findings;
o To foster knowledge of, and respect for, diverse social systems
and cultures;
o To promote global awareness, community service, and social
justice.

Counseling Psychology: The goals of the counseling psychology
program are:
o To foster students' development of competence as scientists,
researchers, and scholars.
o To foster the development of counseling psychologists who
demonstrate their multicultural sensitivity, awareness, knowledge,
and competence in their training and professional work.
o To provide broad and general training in the field of psychology
and its multiple sub-disciplines.

Miscellaneous Examples:
o Students should develop a critical understanding of a significant
portion of the field of psychology.
o Graduates should feel that it is important to exercise ethical
responsibility in their communication with others.
o Students will develop skills useful to functioning as a professional
in their field of study.
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Program Objectives. Because goals are generally considered too broad to be easily
or directly measured, program objectives are necessary as they represent the
intended impact(s) of instruction such as specific skills (experimental design in
psychology or programming in computer science) or attitudes/values (respect for
diversity or adherence to the basic ethical principles of human research). Objectives
are often considered to be the content knowledge, performance skills, and attitudes
and values a student should have acquired in completing a major program of study.
Examples.

Students will possess knowledge of major 18th century substantive texts.

Students will be able to utilize close reading of language and its
connections to literary form.

Students will use topographic maps and employ these maps to interpret the
physiography and history of an area.

Graduates will be able to understand, apply and integrate their knowledge
of biology in the context of mathematics, chemistry and physics.

Graduates will be able to design and conduct experiments.

Graduates will be able analyze and interpret data.

Graduates will be able to use the wide variety of tools available to
biologists to conduct a series of complex experiments.

Students will understand the power of language, image and presentation in
shaping private, public and corporate opinion.

Students will be able to apply language, image and presentation in a broad
range of critical and cultural areas.

Students will be ethical professionals in the broad areas of mass
communication.
5

Students should be able to articulate the foundational assumptions, central
ideas, and major criticisms of the psychoanalytic, Gestalt, behaviorist,
humanistic, and cognitive approaches to psychology.

Students will learn psychological concepts, principles , theories, and
research strategies;

Students will develop skills in analyzing, evaluating, and applying
psychological principles and theories to their professional preparation and
personal lives.
Student Learning Outcomes (SLOs)
While program goals and objectives should be directly linked to the
program’s mission statement and indirectly linked to the overarching mission of the
institution, both are intended program impacts rather than more immediate
achieved effects or proximal impacts of instruction. Therefore, after identifying
program general goals and more specific program objectives, faculty develop
student learning outcomes or SLOs.
These outcomes specify what students in the program should know (content
knowledge), be able do (skills acquired), or feel (attitudes developed) when they
have completed either an individual course in the major and/or the full complement
of required courses that constitute the major. In contrast to goals and objectives that
are intended impacts of the program, SLOs are achieved outcomes that can be
measured in multiple ways (directly or indirectly) either in a course or courses or
after completion of the sequence of major requirements. In assessing SLOs, faculty
demonstrate what learning has occurred in a program and to what extent it has
occurred. In this model of assessment, therefore, SLOs represent the most basic
evidence that student learning has actually occurred in a program of study.
6
While there have been numerous descriptions of student learning outcomes,
the basic requirement is that they are stated in terms of what students should be
able to demonstrate, represent, or produce when they have completed the program.
It must be emphasized that SLOs are not stated as what faculty will do (provide
more courses or instruct more effectively); rather, they specify some way in which a
particular program will impact the learning of students majoring in it. Many
programs at Dowling College previously developed SLOs and these will be provided
to department chairs to facilitate the current assessment process. Some specific
characteristics of well-constructed SLOs are:
a. Reasonable given the student characteristics of the institution
b. Achievable
c. Single meaning that they should not have multiple components and
sub-clauses attached to them
While some of the previously identified SLOs may be retained, others
may be deleted and new ones added to the list. It is essential, however, that only
three to five are selected as we begin to assess program effectiveness. This will
enable each program to focus on a manageable number of outcomes as it moves to
determine the extent and nature of what students should demonstrate, represent, or
produce as a result of exposure to the program. Once the assessment process
indicates that a specific SLO has been achieved or met, it will be deleted from the list
and a new one added from the initial list developed by the faculty. In this way,
programs possess both short and long lists of SLOs. It is the former group being
assessed during any specific assessment cycle.
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Program-Level vs. Course-Level SLOs. Learning outcomes in an academic
program may be assessed either at a program or a course level. Program-level SLOs
would be assessed in a capstone course or final performance or paper within a
particular major or they might be determined by scores on a licensing exam
associated with a major such as accounting or teacher certification. Alternatively,
faculty might assess whether a program was successfully transmitting disciplinary
content to majors through scores on national content area exams.
Course-level SLO assessment typically occurs within a single course in the
major and addresses a particular area of content such as theoretical systems or
scientific methods and/or analyses, or writing genres such as poetry or playwriting.
Sometimes courses within a major are used to introduce concepts or knowledge
that is subsequently reinforced in later courses, and ultimately assessed in an upper
level course.
If using courses for SLO assessment, faculty should develop a back map of
courses within the major to designate which courses in the major have been
designated to achieve which specific SLO. Examples of such maps may be found
Appendix A. In some instances a course may be used to introduce a specific concept,
theory, or practice, while in others it may reinforce it. As one of these examples
indicates in some courses may be little involved with particular content or skill
development, while in others the involvement may be quite intensive. Regardless,
what the map illustrates is the linking of a specific course to a specific SLO. This
enables faculty to move on to the next phase of the assessment process: the
measurement dimension of the assessment process.
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How to Assess Whether Student Learning Outcomes Have Been Achieved?. How
best to measure whether SLOs have been achieved depends on the program being
assessed and the inclination and training of the faculty involved. For some,
standardized tests such as national achievement tests may be used. Examples of
such tests include Major Field Achievement Tests (MFAT) from ETS developed in
various fields including Political Science, Computer Science, English, Music,
Chemistry, and Criminal Justice; or Area Concentration Achievement Tests in Art,
Biology, History, Psychology, and Social Work. New York State has also developed
assessments in various areas connected to secondary education and recently
instituted the Education Teacher Performance Assessment or EdTPA for initial
certification of teachers.
Before a program decides to employ such a test, faculty should carefully
examine it to determine its appropriateness to the major. If deemed unacceptable
based on issues such as content coverage or emphasis, faculty might consider
developing their own local content tests although this might require considerable
time and effort.
There are many alternatives to such nationally standardized content tests.
For example, faculty might decide to use portfolios, simulations, case studies of
graduates, and/or performance measures including videotaping of oral
presentations or evaluations of written assignment from a capstone course to assess
whether students have achieved a predetermined SLO.
GRADES ARE NOT ACCEPTABLE EVIDENCE THAT A SLO HAS BEEN
ACHIEVED. Grades in a course reflect the degree to which a student has satisfied
9
overall course requirements rather than has achieved a certain level of performance
on a single program-level outcome. Sometimes extraneous factors such as
attendance and/or extra credit also influence final grades in a course. Moreover, a
course grade would reflect several course-level outcomes making it impossible to
determine how students had performed on the individual outcomes that made up
the final course grade. Grades do not tell us much about which SLOs have been
mastered and which posed serious challenges which is the type of information
needed to improve instructional practices to enhance student learning.
Exam grades, on the other hand, may reflect student knowledge in a variety
of content areas so that using exam grades suffers from similar problems as course
grades when it comes to their usefulness for determining whether specific learning
outcomes have been achieved. If an exam were to be used then specific subsets of
test items focused on a particular content domain could be used to assess student
learning on a particular outcome. Alternatively, a rubric could be used to assess a
student’ essay to determine how well they had mastered a specific content and
included key elements in their response. In this way, the assessment is specific to
the learning outcome being assessed rather than an exam that covers multiple
outcomes or a final course grade which includes both multiple outcomes as well as
other non-academic factors such as attendance or timeliness of assignments.
According to Nichols, one of the foremost authorities on assessment in higher
education, “The authors are not aware of any regional or professional accrediting
association that accepts class grades as a primary means of cognitive assessment.”
10
He goes on to emphasize that the use of grades as a primary assessment tool almost
guarantees a critical reaction from visiting team members and should be avoided.
Direct vs. Indirect Measures of SLOs. Generally assessment measures are
considered either direct or indirect. The distinction is that a direct measure of an
SLO is clearly and immediately attached to the specified outcome. For example,
performance on a a particular math problem or set of problems on a math test
would be a direct measure of a SLO in math that stated that students would have a
particular amount of knowledge in the discipline assessed by the problem or
problem set upon completion of the major. Being hired to teach math, on the other
hand, would be an indirect measure because, although it implies that the individual
possesses some degree of knowledge in the subject matter, it does not directly
assess that knowledge.
The use of surveys to assess what students feel about a program or feel they
may have learned is considered an indirect measure and, as such, is insufficient as a
stand-alone method of determining that an SLO has been achieved. Consequently,
math majors reporting that they have learned basic proofs and analytic skills
through their coursework would be an indirect measure math knowledge or skill
acquisition and not sufficient on its own to indicate that students had met a SLO that
indicated that students would master learn certain proofs or develop specific
analytic skills.
Most critical to accrediting agencies is that the measurement makes sense as
a means of insuring that a learning goal has been attained. Similar, math students’
responses to a survey indicating that they had acquired analytical, problem solving
11
skills in their coursework would be an indirect rather than a direct measure of skill
attainment. While direct measures are sufficient on their own to indicate that a
student has achieved a particular learning outcome, indirect measures are not and
need to be supplemented by direct knowledge or multiple pieces of indirect,
corroborating support.
Obviously, multiple measures of a particular learning outcome would be best.
In instances in which no clear or simple direct measure exists then multiple indirect
measures would be preferable to a single one. The critical issue in the measurement
arena is what specific type of information is a program collecting that relates to the
particular SLOs associated with the assessment process. Does the measure have a
clear, immediate connection to the learning outcome such as a standardized test
score or are there multiple ways in which the different assessment suggest or imply
that the outcome has been achieved. Ultimately, program faculty will select the
measurement tools to determine whether students have achieved specific SLOs.
They are most familiar with the anticipated learning outcomes and the various ways
in which their disciplines determine whether they have been attained by students.
Direct measures of SLOs assessed at the program level:

Capstone course projects, exhibits, or performances.

Pass scores on licensure, certification, or subject area tests either
nationally benchmarked or developed locally by faculty in a program.

Student publication or conference presentations
12

Employer or supervisor ratings of students’ performance—this is
currently a point of some debate in the field in that some agencies
consider such ratings to be indirect measures

Scores on rubrics designed by faculty to evaluate whether students
have achieved a specific program objective

Scores on written assignments or exams designed by program faculty
to assess a program objective.
Direct measures of SLOs assessed at the course level:

Course and homework assignments

Exams and quizzes

Standardized tests

Term papers and reports

Observations of field work, internship performance, service learning,
clinical experiences

Research projects

Class discussion participation

Case study analysis

Rubric scores for writing, oral presentations, and performances

Artistic performances and products
Examples of SLOs linked to specific measurement criteria. While exams,
quizzes, course and/or homework assignments are considered direct measures
used to assess a specific SLO at the course level, faculty must set the criterion of
13
achievement they will employ with a specific assignment to determine whether the
outcome has been achieved. That is, while a program may indicate that it will
determine outcome attainment using a quiz or paper, faculty must also decide, a
priori, the level of outcome that must be achieved to indicate that a SLO has been
met. For example, faculty might decide that students must achieve a score of 80% to
have demonstrated outcome achievement on an assessment. Alternatively, they
might decide that a particular percentage (70%) of majors must attain a score on
the assessment before the SLO can be considered to have been met. Below we have
included a series of SLOs with associated measurement criteria.

At the end of their field research experiences, students will write a research paper
adhering to the appropriate scientific style. Criterion might be particular score,
percentage, or level of proficiency on rubric used to assess the paper.

Students will summarize their feelings about cultural diversity in the workplace.
Criterion could again relate to rubric used to score essay assigned in particular
course in the major.

Students will demonstrate knowledge of the history, literature, and function of the
theatre using examples from different periods and cultures. Criterion could relate
to particular score on exam given in all sections of a course that faculty have
determined in advance as the level they deem appropriate.

Students will be able to explain the theoretical bases of various dramatic genres
and illustrate them with examples from different periods. Could be assessed with
a specific assignment or exam in a capstone course where criterion demonstrating
successful attainment of the outcome is set in advance by program faculty. Could
also be a particular score attained or percentage of majors passing a nationally
benchmarked exam given to English majors applying to graduate studies in
English.

The student can develop relevant examples and express the importance of key
philosophical questions. Here again could use single or multiple course
assessments with a predetermined percentage indicating that outcome has been
met by a major or majors.
14

Students will be able to use word processing, spreadsheets, databases, and graphic
presentation formats in their final research project in accounting. Criterion for
achievement would need to be determined in advance.

Students will be able to contour a topographic map and construct a topographic
profile.

Course-related assessment accompanied by criterion for outcome achievement
which could either be a percentage, a percentage of majors successfully
completing the assignment, or a rubric-based level of achievement from not
acceptable to proficient to outstanding or mastery.

The student can distinguish different factors including tilt and distance. Criterion
could be number or percentage of correct answers given by majors taking a course
or courses in which these terms were distinguished. Same questions would be
given across sections and semester and cumulated at end of academic year to
determine degree of success in meeting this criterion.

Students will be able to summarize the 5 major theories of conflict resolution:
withdrawal, smoothing, forcing, compromising, and problem solving. Paper or
questions on exams in single or multiple courses or in capstone course essay with
measurement criteria determined in advance by program faculty.

Students will be able to choose and defend a conflict resolution approach
appropriate for a given situation. Same achievement criteria could be used as in
above example.
Indirect measures of student learning. Indirect measures of student learning include
students’ attitudes, perceptions, feelings, values, etc. In using self-reported data,
often from students themselves, indirect measures imply rather than directly assess
student learning. Indirect measures include surveys, interviews, course evaluations,
and reports on retention, graduation, and placement, etc. While indirect measures
complement direct measures, on their own they are insufficient to demonstrate that
student learning has occurred.
Mission to SLOs with Measurement Criteria Examples and Word Template.
Biology Example:
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Mission Statement: The mission of the biology department is to provide students
with learning that will prepare them for future challenges in the broad areas of
career opportunities in biology including professional studies in medicine and
varied research fields.
Program Goals:
1. To produce graduates capable of entering graduate study in biology.
2. To provide graduates with training in biology to enable them to become
certified as teachers in the biological sciences.
Program Objectives:
1. To train students in the major components of the biology paradigm.
2. To provide students with an understanding of biological scientific method
including biological observation, experimental design, data collection, model
making and statistical and other types of analyses.
Student Learning Outcomes and the criteria for determining if majors are achieving it:
1. Student will be able to identify vertebrate organisms based on morphological
characters (internal and external). Assessed in Biology 2061 through exam
questions on which biology majors should obtain a score of XX%.
2. Students will demonstrate the ability to write scientific reports including
analysis of data and graphing. Assessed in Biology XXXX with an assignment
required of all biology majors and scored with a rubric on which 80% of
biology majors obtain a rating of proficient. Criterion could also be associated
with capstone course assignment or a specific score on a national biology
exam or locally developed exam that majors are expected to achieve
Student Learning Outcome Template
Department/Unit: Biology _____________________________________________________________________________________
Degree Program: Biology
Submitted by:
Mission:
Student
Learning
Outcome
(SLO)
Assessment
Method(s)
Success
Criteria
Assessment
Results
16
Was
Success
Criteria
Met
Use of
Results
Student
Learning
Outcome
(SLO)
Assessment
Method(s)
Success
Criteria
Assessment
Results
Was
Success
Criteria
Met
Use of
Results
1. Graduates
of the program
will be able to
identify
vertebrate
organisms
based on
morphological
characters
(internal and
external).
1a.) Exam
questions in
Biology 2061
1a.) 80%
correct
responses
to these
questions.
1a.)
1a.)
1a.)
1b.)
1b.)
1b.)
1b.)
1b.)
1c.)
1c.)
1c.)
1c.)
1c.)
2. Graduates
of the program
will be able to
demonstrate
the ability to
write scientific
reports
including
analysis of
results and
graphing.
2a.) Report
assignment
given in
Biology XXX
2a.) Majors 2a.)
obtain a
score of
80% on the
rubric used
for grading
report
assignment.
2a.)
2a.)
2b.) National
biology
content exam
2c.)
Sociology Example:
Mission Statement: The mission of the sociology department is to provide majors
with a broad understanding of human social behavior and group processes and
social structures and prepare them for careers in diverse areas including criminal
justice, social welfare, global studies, and social science research.
Program Goals:
17
1. To develop the sociological imagination, including a familiarity with sociological
concepts, theories, methods, and research findings;
2. To foster knowledge of, and respect for, diverse social systems and cultures;
Program Objectives:
1. Sociology majors will understand the major theoretical systems in sociology, their
central concepts and basic principles.
2. Sociology majors will understand key differences between social systems and
cultures and the role and influences of social stratification in them.
Student Learning Outcomes and the criteria for determining if majors are achieving it:
1. Students summarize the major theories of social interaction including….This will
be assessed in a capstone course in which sociology majors answer an essay
question graded using a rubric on which they obtain a minimum score of 80%.
2. Majors will take a locally developed content exam on which they achieve a score
of XX% on question(s) related to social stratification. Alternatively, the criterion
could be that XX% of majors will attain a score of some percentage or score on
the exam. The assessment could also be a national test given to students applying
for admission to graduate study in sociology.
Student Learning Outcome Template
Department/Unit: Sociology
Degree Program: Sociology
Submitted by:
Mission:
18
Student
Learning
Outcome
(SLO)
1. Graduates
of the program
will be able to
summarize the
major theories
of social
interaction
including…
2. Graduates
of the program
will be able to
demonstrate
their
understanding
of the impact
of social
stratification
in different
political
systems.
Assessment
Method(s)
Success Criteria
Assess
ment
Results
Was
Success
Criteria
Met
Use of
Results
1a.) Essay
assignment
given in
major
capstone
course.
1a.) Graded using a
rubric on which the
student must obtain
a score of 12 out of
16.
1a.)
1a.)
1a.)
1b.)
Questions on
the final
exam in
capstone
course
dealing with
social
interaction
theories.
1b.) Majors must
answer 75% or more
of these questions
successfully
1b.)
1b.)
1b.)
1c.)
1c.)
1c.)
1c.)
1c.)
2a.) Paper
assigned in
Sociology
XXX
2a.) Rubric used on
which 75% of majors
will obtain a rating of
mastery associated
with this rubric.
2a.)
2a.)
2a.)
2b.)
2b.)
2b.)
2b.)
2b.)
2c.)
2c.)
2c.)
2c.)
2c.)
Appendix A
Curriculum Map Examples
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Example of Back Mapping Program Courses to SLOs
PROGRAM X CURRICULUM MAP
COURSE
SLO 1
Theory
SLO 2
Research
SLO 3
Critical
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SLO 4
Information
SLO 5
Communication
Methods
CRS 101
Thinking
X
X
CRS 102
X
CRS 201
CRS 202
Literacy
X
X
X
X
X
CRS 301
X
X
X
CRS 302
X
CRS 401
X
CRS 402
Marketing Department > Undergraduate Program
Below is a draft outline of marketing courses within the major by outcomes. The chart
depicts the level of involvement in the specific outcomes that have been previously
identified. The degree of involvement is signified by: (L) Low, (M) Moderate, (S)
Significant and (X) Extensive.
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SLOs
Understanding Written Problem Oral
Technical Team
Marketing
Skills Solving Skills Expertise Work
Concepts
Global
Business Ethics
Courses
MKT 1033
Principles of Marketing
X
S
L
S
S
M
M
S
MKT 2103
Marketing Research
S
X
S
M
X
S
M
L
MKT 2125
Consumer Behavior
S
M
M
M
M
M
L
M
MKT 2140
International Marketing
S
M
M
L
M
M
X
S
MKT 3150
Marketing Strategies
X
S
X
S
S
S
X
S
ELECTIVES
MKT 2034
Principles of Advertising
S
M
M
M
L
S
M
S
MKT 2045
Sales Management
M
S
M
X
M
X
M
S
MKT 2046
Retail Management
M
M
M
S
M
S
L
S
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