Student Learning Outcome
Assessment Handbook
February 2014
Assessment is a systematic and ongoing
method of gathering, analyzing and using
information for the purpose of developing and
implementing strategies that will help improve
student learning outcomes.
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Contents
DEVELOP AN ASSESSMENT PLAN
*New Assessment Plan Form
Identify programmatic student learning outcomes (SLO)



SLO Name
Action verb
Dimensions
Identify appropriate assessment methods

Artifact and instrument
 Criterion for success

ASSESS WHAT STUDENTS HAVE LEARNED
*Results Report
Collect data
Sample Size
Data collection frequency
Report Results
UTILIZE RESULTS TO IMPROVE STUDENT LEARNING
*Use of Results for Improvement Report
Analyze and interpret results
Develop an action plan
CLOSE THE LOOP
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Student
Learning
Outcomes
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Student Learning Outcomes (SLO)
Observable student behaviors/ actions which demonstrate intended learning outcomes have
occurred what students should know, do, or feel once they have completed a program of
study.
Should be specific and measurable and indicate relevant dimensions of the SLO.
Dimensions – key aspects of the SLO
e.g., an SLO for effective writing might have
organization, content, synthesis of ideas, etc. as dimensions.
SLO Name – 2-3 word label
EXAMPLES:
SLO Name: Concepts/Theory
SLO: Students will demonstrate understanding of key concepts and theories in health promotion.
SLO Name: Secondary Research
SLO: Students will be able to integrate information from different types of secondary sources to support a
thesis on a research topic.
SLO Name: Composition/Writing
SLO: Students will be able to compose multiple-page essays on topics related to health promotion that meet
college-level academic standards for content, organization, style, grammar, mechanics, and format.
ACTION VERBS
Concrete verbs such as “define,” “apply,” or “analyze” are more helpful for assessment than verbs such as “be exposed
to,” “understand,” “know,” “be familiar with.”
Cognitive Learning
Action Verbs:
Knowledge - to recall or remember facts
arrange, define, duplicate, label list, memorize, name, order, recognize,
without necessarily understanding them
relate, recall, reproduce, list, tell, describe, identify, show, label, collect,
examine, tabulate, quote
Comprehension – to understand and
classify, describe, discuss, explain, express, interpret, contrast, predict,
interpret learned information
associate, distinguish, estimate, differentiate, discuss, extend, translate,
review, restate, locate, recognize, report
Application – to put ideas and concepts to
apply, choose, demonstrate, dramatize, employ, illustrate, interpret,
work in solving problems
operate, practice, schedule, sketch, solve, use, calculate, complete,
show, examine, modify, relate, change, experiment, discover
Analysis – to break information into its
analyze, appraise, calculate, categorize, compare, contrast, criticize,
components to see interrelationships and
differentiate, discriminate, distinguish, examine, experiment, question,
ideas
test, separate, order, connect, classify, arrange, divide, infer
Synthesis – to use creativity to compose and arrange, assemble, collect, compose, construct, create, design, develop,
design something original
formulate, manage, organize, plan, prepare, propose, set up, rewrite,
integrate, create, design, generalize
Evaluation – to judge the value of
appraise, argue, assess, attach, defend, judge, predict, rate, support,
information based on established criteria
evaluate, recommend, convince, judge, conclude, compare, summarize
Based on Bloom’s Taxonomy from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf
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Assessment
Methods
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Assessment Methods
Technique used to measure student attainment of stated learning outcomes.
Should be a direct method that indicates the artifact measured and the measurement tool.
Artifact – written assignment, test, presentation, portfolio, activity, etc.
Instrument – rubric or imbedded questions
Direct Methods - provide tangible and visible evidence of whether a
student has achieved the intended knowledge, skill, or belief
Course grades are not sufficient because they do not identify specific
strengths/weaknesses.
EXAMPLES:
A rubric that measures various dimensions of writing style and content will be used to evaluate the final
research paper in a representative sample of students from upper division courses.
Final exams in courses x, y, z will include embedded test questions on topics such as defining health
promotion, the relationship between health and behavior, theory in health promotion, difference between
qualitative and quantitative research methods, and application of theory in health promotion.
Learning Outcome
Assessment Method
Students will be able to
compose multiple-page
essays on topics related
to health promotion that
meet college-level
academic standards for
content, organization,
style, grammar,
mechanics, and format.
Students will
demonstrate
understanding of key
concepts and theories in
health promotion.
A rubric that measures various
dimensions of writing style and content
will be used to evaluate the final research
paper in a representative sample of
students from upper division courses.
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ARTIFACT
(evidence of
student learning)
ASSESSMENT
METHOD
Final exams in courses x, y, z will include
embedded test questions on topics such
as defining health promotion, the
relationship between health and
behavior, theory in health promotion,
difference between qualitative and
quantitative research methods, and
application of theory in health promotion.
INSTRUMENT
(means of
evaluating student
learning)
Assessment Methods
Criterion for Success
The target level of knowledge, skill, or attitude students are expected to
display through the assessment method employed.
Baseline - #/% who have achieved particular mastery level
Benchmark – a standard of excellence used for comparison
Target - #/% expected to achieve mastery level
EXAMPLES:
For imbedded test questions:
75% or more of the students will correctly answer each question related to the outcome.
For rubrics:
At least 75% of students will demonstrate a proficiency (3) or higher on a scale of 1 to 5 (5 = Excellent,…, 3 = Good,…, 1
= Poor) on each rubric dimension.
In other words, results data will be disaggregated (see examples below).
See page 7 for example of reporting when established criterion for success has been met.
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Collecting Data
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Collecting Data
Sample Size
The number or percentage of students assessed from the entire population of majors.
Sample - Selected portion of the population of students in the program
While data is often collected in relevant classes, it is not the class that is being assessed
but the program. That is, data collected in a single course is essentially a “convenience”
sample of the population of students in a program.
EXAMPLE:
147 students out of 766 students in the program.
Data Collection Frequency
All student outcomes must be assessed each year.
Data is collected in the Fall and/or Spring.
If a class that is typically used for data collection will not be offered in an academic year, a
different strategy for data collection should be used in order to maintain annual results for
a particular SLO.
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Reporting
Results
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Reporting Results
Finding
The determination of whether aspects of this student learning outcome could be improved.
Acceptable – the finding meets the expected level of student performance
Needs Improvement - the finding indicates student performance could be improved
In the past, assessment reports indicated whether criterion was Met/Not Met. This led to a perception that
A. it was important for students to meet the criterion
and
B. that SLOs and assessment methods should be developed so that students would meet the criterion
(e.g., set the bar low, use vague/ambiguous measures, etc.).
At the same time, there was a perception that if the criterion had been met that no action plan was needed.
Since the goal of assessment is to identify opportunities for improving student learning outcomes, the
options now focus on which SLO could be improved (not whether students “passed” or “failed”).
EXAMPLES:
 Some disaggregated results were lower than established criterion
Overall, 75% or more of students demonstrated proficiency in identifying a problem
statement (80%), overall content (75%), and citing references (92%) and less than 75%
demonstrated proficiency in organizational structure (60%) and clarity of writing (72%).
 All disaggregated results met the established criterion, but some were lower than others
Result - 75% or more students demonstrated proficiency in all areas – problem statement (85%), flow of the
report (76%), content (81%), synthesis of ideas (75%), clarity of writing (78%), citations (92%). Thus, the
lowest score was in the area of synthesis of ideas.
You may decide that this is acceptable
OR
you may decide that you want to try and improve the lowest score
(even though it met the criterion).
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Reporting Results
Imbedded Objective Test Questions
NOTE: Data tables might be included as an attachment, but would not be reported in TracDat.
Criterion for Success:
An aggregate average of 75% or more of the students will correctly answer questions related to the
outcome.
Topic
Relationship between behavior and health
Theory in health promotion
Difference between qual/quant methods
Defining health promotion
Application of theory in health promotion
Test Items addressing this
learning outcome
1
2
3
4
5
Proportion of students answering these questions
correctly
80%
60%
35%
92%
75%
Results:
75% or more of students gave the correct answer for questions related to the relationship between
behavior and health (80%), defining health promotion (92%), and application of theory in health promotion
(75%). Less than 75% gave the correct answer for questions related to theory in health promotion (60%)
and the difference between qualitative and quantitative research methods (35%).
In particular, over 90% of students gave the correct answer for question about defining health promotion,
but only 35% of students gave the correct answer for question about the difference between qualitative
and quantitative research methods.
Finding: Needs Improvement
Alternatively, if there are a number of imbedded questions:
Topic
Test Items addressing this
learning outcome
Principles of health promotion
1, 2, 3, 4, 5
Theories of behavior and health
6, 7, 8, 9, 10
Research Methods in health promotion
11, 12, 13, 14, 15
*adapted from Suskie, L. (2009). Assessing student learning.
Average proportion of students answering these
questions correctly
80%
60%
35%
Results:
On average, over 75% (specifically, 80%) of students correctly answered test items related to principles of
health promotion and less than 75% (specifically, 60%) correctly answered test items related to theories of
behavior and health. Only 35% of students correctly answered test items related to research methods in
health promotion.
Finding: Needs Improvement
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Reporting Results
Rubrics
Sample Rubric for Assessing a Literature Review: http://libguides.cmich.edu/content.php?pid=148433&sid=1292217
Rubric Dimensions (from sample above)
1.
2.
3.
4.
5.
6.
Problem statement
Organization
Content
Synthesis of ideas
Clarity
Citations
Proportion of students achieving proficiency of (3)
or higher on scale of 1-5.
80%
60%
75%
35%
72%
92%
NOTE: The above data table would be for your records and not reported in TracDat.
Results:
Overall, 75% or more of students demonstrated proficiency in identifying a problem statement (80%),
overall content (75%), and citing references (92%) and less than 75% demonstrated proficiency in
organizational structure (60%) and clarity of writing (72%).
Thus, students were most proficient in citing references and least proficient in achieving clarity.
Finding: Needs Improvement
Alternatively, if there are a number rubric dimensions (probably more than in this example):
Criterion for Success:
An aggregate average of 75% or more of the students will demonstrate a proficiency of (3) or higher on a
scale of 1 to 5 (5 = Excellent,…, 3 = Good,…, 1 = Poor) on rubric dimensions related to content and style.
Topic
Rubric dimensions addressing the topic
Content (i.e., invention)
1, 3, 5
Style (i.e., arrangement)
2, 4, 6
*adapted from Suskie, L. (2009). Assessing student learning.
Average proportion of students demonstrating
proficiency
80%
60%
Results:
On average, over 75% (specifically, 80%) of students gave a clear problem statement, covered appropriate
content, and gave a succinct, precise and insightful conclusion. However, fewer than 75% (specifically, 60%)
achieved proficiency in stylistic elements including organization, clarity, and appropriate citation format.
Finding: Needs Improvement
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Reporting Results
What if all criteria were met?
Rubric Dimensions (from sample above)
1.
2.
3.
4.
5.
6.
Problem statement
Flow of the report
Content
Synthesis of ideas
Clarity of writing
Citations
Proportion of students achieving proficiency of (3)
or higher on scale of 1-5.
85%
76%
81%
75%
78%
92%
Results:
75% or more students demonstrated proficiency in all areas – problem statement (85%), flow of the report
(76%), content (81%), synthesis of ideas (75%), clarity of writing (78%), citations (92%). Thus, the lowest
score was in the area of synthesis of ideas.
Finding: Needs Improvement
Alternatively, if there are a number rubric dimensions (probably more than in this example):
Criterion for Success:
An aggregate average of 75% or more of the students will demonstrate a proficiency of (3) or higher on a
scale of 1 to 5 (5 = Excellent, 3 = Good, 1 = Poor)” on rubric dimensions related to content and style.
Topic
Rubric dimensions addressing the topic
Content (i.e., invention)
1, 3, 5
Style (i.e., arrangement)
2, 4, 6
*adapted from Suskie, L. (2009). Assessing student learning.
Average proportion of students demonstrating
proficiency
87%
75%
Results:
On average, over 85% of students gave a clear problem statement, covered appropriate content, and gave a
succinct, precise and insightful conclusion. Though 75% or more students demonstrated proficiency in all
areas, the lowest score was in the area in stylistic elements including organization, clarity, and appropriate
citation format.
Finding: Needs Improvement
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USE OF RESULTS FOR IMPROVEMENT
Action Plan
Modifications or revisions that will be made to the academic program, curriculum, teaching,
etc. to improve student learning. Should be based on the assessment results.
CLOSE THE LOOP
Indicates how action plan has been implemented and discuss implications for student
learning.
1. Summarize trends in assessment results for the past two years. Discuss any notable
changes.
2. Discuss improvement strategies that have been implemented as a result of assessment
results. What barriers/opportunities were encountered when implementing the strategies?
3. List improvement strategies that will be implemented as a result of assessment results
(SP14, SP16, SP18 reports).
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Assessment
Forms
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Assessment Forms
For submitting new plans, results, use of results reports to be entered into TracDat:
1. New Assessment Plan form
2. Results Report form
3. Use of Results for Improvement form
Annual Assessment report – generated from TracDat
for VPIE assessment portfolio, annual faculty assessment forums, external audience including
SACS and THECB.
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Assessment Forms
New Assessment Plan Form
(document template available on VPIE website)
Instruction Links:
Student Learning Outcome Name
Student Learning Outcome
Assessment Method
Criterion for Success
Data Collection Frequency
Click for Example
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Assessment Forms
Results Report
Word .doc available on VPIE website
Sample Size
Results
Finding
Click for Example
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Assessment Forms
New Assessment Plan report example
Results Report example
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Assessment Forms
Use of Results for Improvement Report
Word .doc available on VPIE website
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Assessment Forms
Annual Assessment report:
Generated from TracDat to be archived in VPIE Assessment Portfolio
Continued next page
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