Assessing Student Learning in Higher Education

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

Recording the Data

Managing the data depends upon the type of assessment tool used. Electronic surveys using the web provide easily a manipulated and stored data. Formsite.com  provides a tool for creating forms and stores it automatically. The campus webmaster may help you create surveys online for assessment. Scantron has special forms that allow you to get a count on the number of answers for each choice using a common Scantron machine, I have found this inexpensive and useful. Scantron and several publishers have laser activated assessment tools that automatically download responses in a computer file.

The secret to closing the loop for faculty depends heavily upon realistic and manageable data recording.

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Schedule time to record data directly after completing the assessment. Depending upon the assessment, this process usually requires only a few minutes to half an hour after class.

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Prepare a simple table or chart to record results.

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Think about the meaning of these data and write down your conclusions.

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Share the data with the class, if appropriate.

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Modify your conclusions following this feedback.

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Take the opportunity to share your findings with other faculty in your area, as well in those in other areas for broader perspective.

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Report on the data and what you have learned at discipline and institutional meetings.

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Send me an email and let me know what works and what does not (jfulks@bakersfieldcollege.edu).

For program assessment, data should be aggregated and sent to all faculty within the program. Allow some time for individual faculty members to think about the data. Plan a program meeting each semester to summarize the data and determine changes in the assessment process or improvements in program curriculum and policies. Interpreting the data occurs best when everyone has a chance for input, many minds are far smarter than the smartest individual mind. It is helpful to have a computer and project the information for everyone to see, and then to create an executive report together on the screen. This saves time and the report is created collegially; the meeting ends with a product. This data and summary should be shared with advisory boards, institutional researchers, and other relevant parties for input. Remember, everyone is a learner when it comes to assessment.

Proceed to Using Data

Resources and Links

 

Section 7 Closing the Loop
 as a Workbook

(14 pages)

 

You can create forms easily at this link.

Scantron Forms for Surveys

Scantron Automated Assessment

 

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