Assessing Student Learning in Higher Education

   Author's Home Page 

  Section 1
 Introduction
Intro Part 2
Navigation
Course Topics
Training SLOs Training Tools
Training Strategies

Section 2
 
Background and Rationale for Assessment

Section 3
Student Learning Outcomes (SLOs)

Section 4
Assessment Tools and Data

Section 5
Course Assessment

Section 6
Program Assessment

 

Section 7
Closing the Loop
 

Section 8
Implementing Assessment Training on Campus

 

Section 9
References & Resources


Definitions

Workbook


Using Materials from this Website
 

Printable version Section 1
Cover and Introduction to Assessing Student Learning in Community Colleges

Section 1- Website Purpose and Philosophy

Purpose: This website was designed as a resource to train and equip faculty to do assessment in their own classrooms and programs.

The website includes:

 

 

 

 

 

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information about the history and need for assessment

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evidence of the benefits of assessment

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vocabulary used in assessment

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new research findings on deep learning

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details about external expectations for assessment and links to accreditation standards

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exercises to enable faculty to write Student Learning Outcomes (SLOs)

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sample assessment tools

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links to assessment resources and activities on other campuses

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guidelines for good assessment practices

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materials that faculty can use and modify for their own courses

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suggestions for implementing assessment training on campus

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techniques for modifying pedagogy to enhance learning

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concepts that highlight the connection between assessment and the learning paradigm

The underlying philosophy of this website is that assessing learning should be a faculty-driven activity. Learning occurs at many levels and in many venues in higher education, this training specifically targets course and program assessment and to a lesser degree addresses student services assessment.

* Personal note: A colleague and I were involved in training faculty in assessment on our own campus and providing workshops around California at various community colleges. We quickly discovered that the information in workshops merely got the faculty started. Equipping the faculty would require access to resources and tools to enable faculty to develop, modify, and investigate custom-made assessment tools in their own classes. It is my hope that the hundreds of faculty that just got a taste of assessment and began to realize how beneficial it could be at the workshops, will use this website and the materials to continue developing their expertise in assessment. I look forward to learning new things and becoming a better teacher myself through this interaction with other faculty.

Proceed to the introduction

Summative committee review

Janet Fulks
Assessing Student Learning in Community Colleges (2004), Bakersfield College
jfulks@bakersfieldcollege.edu    
07/11/2006