|While “assessment” generally means “measurement,” the term is increasingly used in the higher education context to refer to a systematic cycle of collecting and reviewing information about student learning. The complete cycle involves: clearly stating expected goals for student learning, offering learning experiences, measuring the extent to which students have achieved expected goals, and using the evidence collected to improve teaching and learning.
|A matrix representation of a program’s learning outcomes that shows where they are taught within the program.
|Processes used to directly evaluate student work. They provide tangible, self-explanatory, and compelling evidence of student learning. Examples include: exam questions, portfolios, performances, projects, reflective essays, computer programs, and observations.
|Generally refers to a product-oriented, comparative, or prescriptive process aimed at making an informed judgment about the extent to which a program is achieving its intended outcomes and/or the quality or worth of a program. While evaluation may include assessment of student learning, its broader scope may also take additional factors, such as faculty or program goals, into consideration.
|Broad statements of what you aim to achieve, inside or outside the classroom.
|Grading is a process of evaluating student performance. It can be a basis for assessment if it follows a rubric, which defines different levels of student achievement.
|Processes that provide evidence that students are probably attaining learning goals. These require inference between the student’s action and the direct evaluation of that action. Examples include: course grades, student ratings, satisfaction surveys, placement rates, retention and graduation rates, and honors and awards earned by students and alumni.
|Related to learning goals, these are the specific results—measurable statements of the knowledge, skills, attitudes, and habits of mind that students acquire as a result of the learning experience.
|These are the tasks to be accomplished in order to achieve the goal. These are the means to the end—the process that will lead to an outcome.
|The results of instruction, without regard to process.
|A grading guide that explicitly states the criteria and standards for student work. The traits of student work are separately named, and each trait is evaluated from high to low.
|Clear definitions of expectations, or targets for student performance against which we gauge success in achieving an outcome. Often based upon a rating scale or grading rubric, standards differentiate outstanding, adequate, and poor performance.