Assessing Student Learning in Higher Education

Section 1
Intro Part 2
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



Using Materials from this Website

Outcomes for Faculty Training on Assessment

Following completion of this faculty assessment training, participants should be able to:

SLO 1         Define assessment purposes and guidelines and access appropriate resources.

SLO 2         Create a set of DRAFT SLOs for a course or program that:

        Supports the faculty memberís teaching goals.

        Integrates thinking complexity appropriate to the course.

        Addresses at least two of the domains [cognitive, psychomotor, and affective].

        Aligns with program and institutional goals and outcomes.

        Complies with professional standards and specifications.

        Incorporates modifications through dialogue.

SLO 3         Plan for and implement assessment for the SLOs created.  

        Describe assessment data and tools.

        Evaluate and select appropriate assessment methods.

SLO 4         Discuss, evaluate, and act on the assessment data.

        Participate in cross disciplinary dialogue about assessment results, outcomes,
potential modifications and improvements.

        Evaluate the changes needed in a course or program following thorough
reflection and discussion of the data.

        Implement modifications to improve student learning, student metacognition,
curriculum or pedagogy based on evidence.

        Create a public report to communicate the strengths and weakness in a course or program based upon student learning outcome data.

SLO 5     Coach another faculty member to write SLOs and implement assessment.


* Note - These outcomes do not occur sequentially. For example SLO 3 will require time, perhaps a year or more, while SLO 4 can begin at any part of the process following the "see one, do one, teach one" method.

Proceed to Assessment Tools Used in this Training


Janet Fulks ( & Kate Pluta (
Assessing Student Learning in Community Colleges (2004), Bakersfield College