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Steps in Student Learning Outcomes Assessment
1. Define intended educational outcomes
a. Identify audience
b. Determine what will be learned
c. Identify degree of learning desired
2. Identify methods for measuring outcomes
a. Where in the curriculum or program would we expect the learning to occur?
b. What opportunities are available to collect data?
c. How will data collection occur?
d. When will data collection occur?
3. Administer assessments (example below)
a. Observations
b. Testing
c. Survey
d. Recall/writing activity
e. Performance of task
f. Focus groups
g. Exit interviews
h. GPA
i. Placement/internship/advancement rates
4. Review results
a. Determine if outcomes were met
b. Determine if improvement to programs/service/course should be made
5. Repeat assessment cycle
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Developing Learning Outcomes
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Who is the audience?
o Example: Student organization treasurers
What should they know, demonstrate, understand and apply, or value?
o Example: Ability to manage and balance an organization account
What circumstances/condition will facilitate the learning?
o Example: Participation in the Treasurer’s Workshop, individualized advisement
To what degree will the outcome be met?
o Regular and accurate accounting
The student will be able to demonstrate regular and accurate accounting after participating in
the Treasurer’s Workshop and through individualized advisement.
Effective Measures
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What do you want to find out? What will be useful? What can help you tell your story?
Identify tools that will help you get the answer.
Capturing the Data
o Sample of population
o “Snapshot” in time
o Longitudinal study
The student will be able to demonstrate regular and accurate accounting after participating in
the Treasurer’s Workshop and through individualized advisement.
Measure:
 Work product: invoices, payment requests (accuracy), allocation request forms
 Observation: meetings with peers
 Self-assessment: post-workshop assessment (3-6 mo/s out)
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Linking Assessment to Plans
Sample Planning Guide
Unit Mission
Program/Service
Goal/Outcome
The ABC
Department
provides…
Student staff
training
To provide
supervisory
skills
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Measure(s)
 Knowledge
of ABC and
123
 Ability to a,
b, c….
 Accurately
doing that
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Methods
Data
Collection
Use of Results
Observation
Supervisor
journals
Peer
evaluations
8/25/11 –
11/30/11
Performance
reviews
Staff
training
program
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Assessment Resources
ACPA. ASK Standards http://www.myacpa.org/pub/pub_books_assessment.cfm. Free to members
ACPA. Assessment Planning Tool http://www.myacpa.org/pub/pub_books_assessment.cfm. Must be
purchased
Andreas, R. E. (1993). Program planning. In M.J. Barr (Ed.), The handbook of student affair
administration. (pp. 199-215) San Francisco: Jossey–Bass Publishers.
Assessment Offices in Student Affairs [sample list]
 Bowling Green State University
http://bgsu.edu/offices/ir/
 Indiana State University
http://www.indstate.edu/studentaffairsresearch/
 Indiana University - Purdue University Indianapolis
http://imir.iupui.edu/imir/default.htm
 Ohio State University
http://studentaffairs.osu.edu/sa_assessment.asp
 Rutgers, The State University of New Jersey
o Assessment Plans (http://ctaar.rutgers.edu/assessment/guidelines.html )
o Best Practices (http://ctaar.rutgers.edu/assessment/NotableIdeasandPractices.htm )
 Texas A&M University
http://studentlifestudies.tamu.edu /
 University of California - Davis - Student Affairs Research and Information
http://www.sariweb.ucdavis.edu/onepageofficesummary.pdf
 University of Georgia- Student Affairs Research
httpp://www.uga.edu/studentaffairs/assess/extres/index.htm#links
 University of Michigan
http://www.umich.edu/~rsa/
 University of Wisconsin System - Assessment in Student Affairs
http://www.uwsa.edu/acadaff/assess/index.htm
Assessment Update: Progress, Trends, and Practices in Higher Education. Inside HigherEd. Website:
http://www.insidehighered.com/
Bloom’s Taxonomy http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html
Council for the Advancement of Standards in Higher Education
 http://www.cas.edu/index.html
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The CAS Book of Professional Standards in Higher Education .
Self-Assessment Guides
Presentations on assessment: http://www.cas.edu/index.html
Galbraith STAR model: http://www.jaygalbraith.com/services/starmodel.html
Keeling,R P., Wall, A.F., Underhile, R., Dungy, G. (2008). Assessment reconsidered. NASPA
Publications.
Metrics and Rubrics are the best practice models for assessment.
 Northern Illinois University Research and Assessment Offices has a session on rubics:
www.niu.edu/stuaff/assessment/Student%20Affairs-Rubrics101.ppt
 UNC Greensboro has a great resource page for creating rubrics for student affairs
assessment: http://studentaffairs.uncg.edu/assessment/tools/
Knowing What Students Know: The Science and Design of Educational Assessment (2001). Read free
online at http://www.nap.edu/openbook.php?record_id=10019&page=1
Liddell, D.L. & Lund, J.P. (Ed.) (2000). Powerful programming for student learning: Approaches that
make a difference. New Direction for Student Services. 90.
Nolfi, T. & Ruben B. (2010) Assessing & Improving Student Organizations. NACA/ACPA.
http://tinyurl.com/4clpj65
Palomba. C and Banta, T.E. (1999). Assessment Essentials: Planning, implementing, improving
assessment in higher education. San Francisco: Jossey-Bass.
Ruben, B. (2009) Excellence in Higher Education. NACUBO
Suskie, Linda. What is "Good" Assessment? A Synthesis of Principles of good Practice. From "What
is "good" assessment? A new model for fulfilling accreditation expectations" presented at the First
Annual International Assessment and Retention Conference, Phoenix AZ, June 2006. (PDF
Download:
http://planning.iupui.edu/page/download/?key=129728430&path=/consult/conferences/natio
nal/06/handouts/monday/suskie.pdf)
Upcraft, M.L. & Scuh, J.H. (1996) Assessment in student affairs: A guide for practitioners. San
Francisco: Jossey-Bass Publishers.
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