Assessing Student Learning in Higher Education
Background and Rationale for Assessment
Student Learning Outcomes (SLOs)
Step 3: Assessment Audit
Step 3: Conduct an Assessment Audit.
Determine what processes already align with the WASC standards.
Catalogue types of evidence and assessment data easily available on campus (i.e. in vocational areas or for grants) or through the state chancellorís office. Make this available campus-wide.
Identify faculty with expertise (cognitive measurement, statistical or research skills, learning specialists) for example:
∑ English and Math faculty are often experienced in pre-collegiate assessment or placement testing - some of these tools can be used again as post tests.
∑ Vocational faculty are very skilled in meeting professional outcomes and preparing for board examinations.
∑ Psychology faculty are often skilled in cognitive assessment methods.
∑ Math and psychology faculty, as well as institutional researchers, have expertise in statistics.
∑ Science faculty and institutional researchers have skills in research project design.
∑ Education and Basic Skills faculty have training in articulating student outcomes.
∑ Faculty with rubric experience.
Resources and Links