Learning Goals at
St. John Fisher College
Peter J. Gray, Ph.D.
Director of Academic Assessment
United States Naval Academy
May 2004
A higher education institution’s purpose
is to provide instruction that
produces learning.
The test of an institution’s quality
is the success of its students.
Faculty Ownership
It is essential for faculty to have a sense of
ownership of the assessment process…
so that faculty maintain a commitment over
time and to be certain that the results are
utilized and make a difference.
Administrative Support
Assessment programs need strong leadership...
so that they remain flexible and adaptable to
changing needs and are not merely ad hoc
efforts.
Assessment Process
teaching &
learning
improvement
evaluation
Assessment Questions
 What should students learn from
our educational programs and experiences?
 How can we document and evaluate
the quality of our teaching and of our
students’ achievement?
 What changes should we make to improve
teaching and learning?
Defining Learning Outcomes
 Reviewing existing standards &
documents
 Assessing student work and achievement
 Identifying hopes and expectations
Defining Learning Outcomes
 Reviewing existing standards &
documents

mission statements

accreditation criteria

learning goals and objectives

program curricula and course syllabi

learning inventories
Categories of Outcomes
 Discipline specific knowledge,
comprehension, and understanding
 Higher order thinking skills
 College-level thinking skills
 General education and liberal studies goals
 Professional and career development goals
 Personal growth and development goals
Mapping Teaching and Learning
Learning
Outcomes
Discipline
Specific
Higher Order
Thinking
College-level
Thinking
General
Education
Professional
and Career
Development
Personal
Growth and
Development
Learning
Experiences
Certainly some learning is difficult, even
impossible to measure.
But is does not follow that useful
and meaningful assessment is impossible.
Sources of Information
 Course assignments
 Projects, products, portfolios, & performances
 Written examinations & standardized tests
 Oral presentations, interviews, & discussions
 Simulations, case studies, & field work
 Surveys & questionnaires
 Institutional research regarding enrollment,
retention, & placement
Use of Assessment Results
 Answers important questions about teaching
and learning
 Makes maximum use of existing sources and
methods of gathering information about
student learning
 Takes into account the institution’s mission
and strategic plan as well as external
regional and professional accreditation
requirements
Assessment Plan
 Describe intended student learning in
relationship to educational programs and
activities
 Develop questions about teaching and learning
 Identify relevant sources of information and
evaluation techniques to answer questions
 Collect, analyze, and interpret data
 Set priorities for the design and implementation
of improvements based on results
The Goal
Assessment should be
meaningful
manageable,
and sustainable.
The Program Assessment Consultation Team (PACT)
California State University, Bakersfield, 1999.
Learning Goals at Fisher
What have we done?
Where do we need to be?
What can we accomplish today?