Assessment 101:
A Review of the Basics
Office of Assessment
Christopher Newport University
What is assessment?
Assessment is the process of determining the
degree to which students are learning what
faculty believe is essential for them to know
so that faculty can make improvements in
the teaching-learning process.
Process for improving
student learning
GENUINE INQUIRY
Identify what students are
NOT learning
Steps in the Assessment Process
1. Establish clear, measurable
outcomes of student learning
from a given activity (student
learning outcomes → SLOs)
7. Implement the changes
designed to enhance
learning (“close the loop”)
2. Ensure opportunities for learning
→ Curriculum Mapping
6. Interpret the
information and make
decisions about what to
do to improve the results
in the future
5. Gather information
about the degree to which
students have achieved
the SLOs
Student Learning
3. Establish method(s) for
evaluating the degree to
which students have
achieved the SLOs
4. Teach “to the” SLOs
The first step:
Faculty
members need
to clarify and
make explicit
what they
believe is
essential for
students to
learn.
Student Learning Outcomes
A Student Learning Outcome is a written statement of
the measurable achievement a participant will be able to
demonstrate as a result of participation in a given
learning activity.
Student Learning Outcomes (SLOs):
Three Levels
Course Learning Outcomes (CLOs)
Program Learning Outcomes (PLOs)
Institutional Learning Outcomes (ILOs)
The Purpose of SLOs
To clarify for ourselves precisely what knowledge and skills we
believe are essential or important for students to learn
To focus our teaching efforts
To shape the graded assignments we design
To inform the criteria we use to grade students’ activities
To enable us to assess how successful our students have been
at mastering the desired learning
To communicate to students what we intend for them to learn
so they can organize their efforts to achieving the desired
outcomes
How to Write SLOs
Use This Precise Formulation:
Students who successfully complete [name the
learning unit (e.g., Psych 101, the computer
science major)] will be able to do the following:
[ONE observable, active verb]
[ONE observable, active verb]
[ONE observable, active verb]
[Etc.]
Examples
Students who successfully complete French 200 will be able to
conjugate regular verbs in the imperfect tense in writing.
Students who successfully complete the BA in Music will be
able to demonstrate technical proficiency in their chosen
instrument during a live public performance.
Students who successfully complete English 123 will be able to
write effectively.
Upon the successful completion of the Creative Expressions Area
of Inquiry, students will be able to apply concepts from the
humanities to describe artistic endeavors or participate in a fine
art, such as creating a painting or choreographing a dance.
Rule #1:
Avoid
non-observable verbs
Non-observable Verbs
know
become familiar with
learn
be knowledgeable about
understand
think
comprehend
value
appreciate
realize
study
become aware of
Translate Non-observable SLOs
Into Observable Ones
Not Observable
Observable
•
Know the arguments
•
Summarize the arguments
•
Reflect on the issues
•
•
Think critically
•
•
Understand the principles
•
Discuss reflections on the issues
Identify assumptions implicit in
theories
Apply the principles
•
Comprehend the methods
•
Explain the methods
•
Appreciate art
•
Voluntarily choose to attend one or
more art exhibits during the
semester
Rule #2:
Include only ONE
verb in SLOs
You may use “or” but avoid “and”
Bad:
Students who successfully earn a degree in communication studies
will be able to write and speak effectively.
Good:
•
Students who successfully earn a degree in communication studies
will be able to write effectively.
•
Students who successfully earn a degree in communication studies
will be able to speak effectively
Good:
Students who successfully earn a degree in communication studies
will be able to write or speak effectively
More Examples of Good SLOs
•
Students who successfully complete Math 300 will be able to
use quantitative reasoning to solve problems.
•
Students who successfully complete this course will be able
to analyze the strengths and weaknesses of literary texts as
demonstrated by a review they write on a novel from the
Renaissance, Victorian, and contemporary periods.
•
Graduates of CNU’s computer engineering BS program will
be able to design hardware components that meet a variety of
client needs.
•
Students who earn a degree in music will be able to compose
complex scores or play an instrument skillfully.
How many SLOs?
About three to six CLOs for a
three-unit course
About three to five PLOs for a
minor
About five to nine PLOs for a
major
Second step in the assessment process:
Faculty members need to ensure students have
opportunities to master the student learning
outcomes.
Curriculum Mapping
Curriculum Mapping:
A method for aligning CLOs with PLOs
PLO-1
Music 101
x
Music 202
x
x
PLO-3
PLO-4
x
x
x
Music 303
Music 404
PLO-2
PLO-5
PLO-6
x
x
x
x
x
x
PLO-7
PLO-8
x
x
x
PLO-9
x
x
x
x
Benefits
o
Reveals gaps and redundancies in curriculum
o
Improves program coherence
o
Stimulates communication among faculty
o
Enhances coordination among faculty
o
Increases the likelihood that students achieve
program-level outcomes
o
Encourages reflective practice
Curriculum Matrix
PLO-1
Apply the scientific
method
Bio 101
I
Bio 202
D
Bio 303
Bio 404
PLO-2
PLO-3
Develop laboratory
techniques
Diagram and explain
major cellular
processes
I/D
M
M
I = Introduce; D= Develop; M = Master
I
D/M
Assessment Matrix
Bio 101
PLO-1
PLO-2
PLO-3
Apply the scientific
method
Develop laboratory
techniques
Diagram and explain
major cellular processes
FA
Bio 202
FA
Bio 303
SA
Bio 404
SA
FA
SA
FA = Formative Assessment; SA = Summative Assessment