Assessing Student Learning in Higher Education

Author's Home Page 

Section 1
 Introduction

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
Recording Data
Using Data
Budgeting, Planning, and Improving
Issues
Principles of  Good Assessment
 

Section 8
Implementing Assessment Training on Campus

 

Section 9
References & Resources


Definitions

Workbook


Using Materials from this Website

 

 

Closing the Loop

The purpose of assessment is primarily improvement. In order for improvement to occur, the assessment loop must be closed. Without closing the loop this simply becomes another externally mandated requirement, serving only for accountability.  The good news is that closing the loop does produce rather immediate results, particularly in courses. As you begin to work with assessment practices you will find that it is also a valuable tool to promote learning, not only in the classroom, but amongst faculty and staff.

Develop, modify, or review a curriculum, course, program, or service.

 

Develop or modify Student Learning Outcomes SLOs

 

Design & Measure Student Learning as a result of the Curriculum, Course, or Program

 

Collect, discuss, and analyze data.

 

Determine refinements based on outcomes data.

  Closing the Assessment Loop

Dr. Barbara Beno at ACCJC-WASC shared this diagram to provide a picture of the iterative processes involved in assessment and the holistic impact on institutional effectiveness.

Institutional Mission

Educational Objectives

Learning Outcomes

Measurable Performance Criteria

Assess/Evaluate

Feedback for

  Continuous

Improvement

     Educational Practices/Strategies

    Assessment:
Collection, Analysis  of Evidence

Evaluation : Interpretation of Evidence

Constituents

Institutional Effectiveness Cycle: Assessment for Quality Assurance By Gloria Rogers

 

Course Assessment

Program
Assessment

Institutional
Assessment

 

 

It is better to close the loop on a single SLO than to partially assess all SLO. For this reason you should focusing on one or two SLOs. For some faculty that may mean one or two SLOs per course, and one or two program SLOs and if the faculty member is involved in institutional assessment, another one or two SLOs.

The key for faculty is recording the data immediately.

 

 

  Proceed to Recording Data
 

 

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