Farris Child
Cynthia Wong
Dan Chandler
FF
1.
2.
3.
4.
Describe the differences between direct and
indirect evidences of learning.
Identify instances where either direct or indirect
evidences would be appropriate.
Explain why direct evidences of learning are
important.
Show how changing the assessment of an
outcome can lead to direct verses indirect
evidence.
FD
Indirect
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Capture perceptions or
opinions
Capture signs that
students/ advisors are
probably learning or have
the skill sets being assessed
Less clear and less
convincing
Direct


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Requires those being
assessed to demonstrate their
knowledge or skills
Tangible, visible, self
explanatory evidence of what
has and hasn’t been learned
or what has or hasn’t been
done
Clear and convincing
DD
Indirect




Surveys
Questionnaires
Interviews – asking questions
which responses can’t be
validated
Questions asking if a student
has the skills or knowledge
regarding an outcome (Yes /
No type questions)
Direct





Direct Observations
Pre test / Post test
Evidence we can see which
clearly demonstrates skill sets
or knowledge = no doubt
Questions asking the student
to explain, identify, define, list,
etc.
Possibly multiple choice
questions (depends on how the
outcome is written)
DD
Direct
Indirect


Ask advisors if they
participated in
professional development

Look at an advisor’s
transcript, signed CEU form,
certificate of attendance, etc.
Or ask how many hours
of professional
development they
acquired.
DD
Indirect

Use a Likert scale asking students
the extent to which they know
what needs to be done in order to
get off academic probation
Direct

Have the student explain to their
advisor how to get off academic
probation
◦ OR ask a student to correctly
identify which statement
describes how to get off
academic probation (out of
several options)
◦ OR ask the student to explain
how to get off academic
probation on a survey with an
open ended question
DD
Indirect

Ask student if they know
what they need to do in
order to move forward with
their career goals
Direct


Advisors use a rubric with
defined levels identifying how
prepared the student is with
their career goals (graduate
school, internship, and
employment preparedness,
etc.)
Ask student to list the next
steps for their career goals
DC
Questionnaires
Interviews
Focus
Groups
Direct
Observations
Pre-test/post-tests
Surveys



Fusch (2013) suggests we should move beyond surveys by having
students create learning products which allow us to form a more
direct assessment of what students have learned
Campbell (2005) states, “We must gather evidence from multiple
sources. Evidence must reflect both direct and indirect
measures, and be both quantitative and qualitative.”
Suskie (2009) proposes that, “No assessment of knowledge,
conceptual understanding, or thinking or performance skills
should consist of indirect evidence alone.”
CF
◦ Indirect – Ask yes/no, Likert type, etc. questions
◦ Direct – Ask students to identify, locate,
interpret, etc.
 OR- use open ended questions requiring the
student to explain, list, recall, describe, etc.
FD
◦ Indirect –
 Outcome = Students can identify what they must do in order
to get off probation
 Question = Do you know how to get off probation (Yes or No)
OR- Please indicate the level to which you understand
what you need to do in order to get off probation
◦ Direct
 Question = How does a student get off probation? (open
ended or have them find and select the correct response out
of several possibilities).
 Because the outcome key word is identify – Have a multiple
choice question with several possibilities and one correct
option. If the student can identify the correct option then this
would be an example of a direct evidence.
DC
◦ Indirect –
 Outcome = Students can find their progress report
 Question = Do you know where to go to find your
progress report?
◦ Direct
 Question = Which of the following steps (in order) would
you take in order to access your progress report? (This
question would list several possibilities and require the
student to identify which steps they would take.)
 OR we could ask the student to, “Please show me how to
find your progress report.”
CF
Think about a Student Learning Outcome or Process
and Delivery Outcome that you trying to assess:


How could we gather direct evidence for this
outcome?
How could we gather indirect evidence for this
outcome?
FF
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Aiken-Wisniewski, S., Campbell, S., Higa, L., Kirk-Kuwaye, M., Nutt, C., Robbins, R. &
Vesta, N. (2010). Guide to Assessment in Academic Advising Second Edition.
Monograph Series Number 23. National Academic Advising Association.
Suskie, L. (2009). Assessing Student Learning. 2nd Ed. San Francisco, CA. John Wiley &
Sons, Inc.
Campbell, S. (2005, December). Why do assessment of academic advising? Academic
Advising Today, 28(4). Retrieved from Academic Advising Today:
http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/WhyDo-Assessment-of-Academic-Advising.aspx
Fusch, D. (2013). Assesing Student Learning Outcomes: Surveys Aren’t Enough.
Retrieved from Academic Impressions Web Site:
http://www.academicimpressions.com/news/assessing-student-learning-outcomessurveys-arent-enough?qq=18798a430987mW
Robbins, R. & Zarges, K.M. (2011). Assessment of Academic Advising: A Summary of the
Process. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web
Site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Assessmentof-academic-advising.aspx