Student Learning Outcomes Assessment

Assessing student learning outcomes is a process that is best done by faculty in the academic program. Learning outcomes are discipline-specific, and are appropriate to the degree level.

Best practices in assessing learning outcomesÌý

Clearly articulated statements of expected student learning outcomes

  • Outcomes are appropriately integrated with one another
  • Outcomes articulate with the university’s mission
  • Outcomes are congruent with the relevant discipline
  • Outcomes are expected of all the program’s graduates

A systematic, well-documented assessment process

  • Measures clearly match the outcome statement
  • Uses multiple, direct measures of learning, both quantitative and qualitative
  • Maximizes existing data and information
  • Process can be repeated by other reviewers, and in the future to produce consistent results

Assessment results must provide convincing evidence that students are achieving learning outcomes

  • Results are meaningful demonstrations of student learning
  • High quality, robust assessment that allows results to be used with confidence

Assessment results are used to inform decision making and program improvement

  • Results are used by faculty to improve teaching and learning
  • Results are used by institutional leaders to improve programs, institutional goals, and resource allocation

Strategies for Assessing Student Learning Outcomes

Direct measures are best

  • Tests and exams: standardized or discipline-specific; locally produced, course-embedded
  • Portfolios of student work can demonstrate learning over time
  • Final projects, performances, or presentations for courses or programs
  • Capstone experiences, theses, and dissertations

Indirect measures can be used, but be careful about what they measure

  • Surveys can measure student experience, satisfaction, and their perception of their own learning
  • Post-graduation outcomes can be used as proxy evidence for student learning, but do not actually measure learning

Ìý ÌýGenerously drawn from Middaugh, M. F. (2010). Planning and assessment in higher education: Demonstrating institutional effectiveness. San Francisco, CA: Jossey-Bass.