What is Assessment?
Student Learning Outcomes (SLOs)
Assessment Tools and Data
Closing the Loop
Implementing Assessment Training on
References & Resources
Using Materials from
Assessment and Bloom's taxonomy
The learning theory paradigm powerfully impacted accreditation
standards shifting validation of higher education activities from inputs
(finances, library books, curriculum, etc) to output, student learning outcomes.
This orientation necessitates a review to
determine what type of cognitive, psychomotor, and affective learning needs to
be produced in the student. Consideration of assessibility of outcomes and expectations influences the
design of programs and curriculum. Some faculty have found that the objectives or goals
written for courses and programs in the past often focused on: 1) what they were
going to cover not what the student would be able to do, and 2) knowledge or
comprehension, rather than more complex levels of thinking. Indeed, some
courses should address primarily knowledge and basic skills levels; however, some
faculty have found the assessment process useful in helping them incorporate outcomes that address
higher order thinking skills more directly. In addition, it is expected that general education courses are include a component of
critical thinking requiring analysis, synthesis, and evaluation.
The ability to recall what has been
The ability to show a basic
The ability to apply learning to a
new or novel task
The ability to break up information
The ability to create something new
The ability to evaluate usefulness
for a purpose
Hall, C. &
Johnson, A. (1994) Module A5: Planning a Test or Examination.
In B. Imrie & C. Hall, Assessment of Student Performance.
University Teaching Development Centre,
Interrelationships between Bloom’s cognitive levels
Proceed to Assessment for Learning
Gardiner's Multiple Intelligences
Horizons in Teaching and Learning Multiple Intelligences
Background Information on Deep