Florida International University: Student Learning Outcome Assessment
Expanded Statement
of Institutional
Purpose
Program goal which
relates to graduating
student’s competence
or abilities.
Goals/Outcomes
Guidelines for Completion of the Five Column Format
Assessment Criteria,
Outcome Assessment
Standards & Procedures
Results
What the graduate
knows
What the graduate can
do
Competencies
(Knowledge, Attitude,
Skills)
Minimum of three
outcomes stated in
measurable terms with
1-2 measures each
Notes:
Goals regarding
learning outcomes may
be found in
program/school
mission statements.
5/24/07
Notes:
Program discussions in
determining outcomes
should center on “How
critical is the outcome
to the field?” “Does
this outcome reflect an
important concept?”
Or finally, when
examining the
outcome does it pass
the test of “So what?”
1) What is being measured?
2) What is the desired level of
achievement?
for example, 80% of ____
3) Procedures:
How will it be measured?
Test, survey, portfolio, jury,
using appropriate system
Include details of sampling,
timeframe, and who will
conduct assessment.
Notes:
The assessment should be
feasible and appropriate given
the time and resources available
within the context of
programmatic decisions. In
other words, the measures need
to make sense.
Ordinarily, regular course
grades are not appropriate as a
measure.
Include direct evidence of
student learning. This can be
supported by student surveys
(triangulation of data).
The measurement should be
systematic and cyclical (at least
every year).
Findings of measurement:
Test results
Summary of survey findings
Jury findings
Portfolio evaluations
Use of Results for Program
Improvement

If results meet criteria what is
action?
1. Reaffirm the outcome
2. Increase level of success
required to achieve competence
3. Consider establishing more
significant (relevant) outcome
 If results do not meet preestablished criteria, what
analysis of results occurred?
1. Was the standard appropriate?
a. If the standard is appropriate,
describe programmatic changes.
For example:
Enrich curriculum
Notes:
Improve instructional
Sample size response rate
environment
important when determining
Enhance faculty expertise
significance of results.
b. If the standard is inappropriate,
describe change to standard.
Sufficient data must be
Notes:
provided for outside readers
Is information adequate to
to understand total assessment effectively critique program? (e.g.
results.
is the sample significant and
relevant, exam results by content
Analysis of data must focus
area, survey questions relevance
on accomplishment of
to student outcomes).
intended outcome.
It is important to note how results
were shared and discussed, what
recommendations resulted, what
follow-up occurred to see if it
worked.