Measures

A measure is the process by which data is collected and evaluated to determine whether students are achieving learning outcomes. There are two types of measures: direct and indirect.

Direct measures require students to demonstrate their competency or ability in some way that is evaluated for measurable quality by an expert, such as an instructor, internship supervisor, or industry representative.

Indirect measures provide secondhand information about student learning. Whereas direct measures are concerned with the quality of student work as it demonstrates learning, indirect measures are indicators that students are probably learning. Often, indirect measures are too broad to represent achievement of specific learning outcomes, but they may provide useful supplemental information.

For academic programs, direct measures of student learning should be prioritized. 
For academic & student support units, indirect measures may provide enough information necessary to determine whether objectives have been met.

Examples of Direct Measures:

• Written assignments, oral presentations, or portfolios of student work to which a rubric or other detailed criteria are applied
• Exam questions focused on a particular learning outcome or content area
• Scores on standardized exams (e.g., licensure, certification, or subject area tests)
• Employer, internship supervisor, or committee chair evaluations of student performance
• Competency interviews
• Evaluations of student teaching and classroom observation
• Other assignment grades based on defined criteria

Examples of Indirect Measures: 

• Survey questions students answer about their own perception of their abilities
• Tasks tracked by recording completion or participation rates
• Completion of certain degree requirements
• Number of students who publish manuscripts or give conference presentations
• Job placement data
• Course grades and some comprehensive exam grades (i.e., broad exams that cover a variety of learning outcomes)
• GPAs
• Course enrollment data

These short videos created by the Office of University Assessment at the University of Kentucky summarize key information and highlight important considerations when determining measures for collecting assessment data. 

Targets

Once assessment data is collected and analyzed, the next step is to determine what the findings mean. Was the outcome achieved or not, and to what degree? It is important to set targets ahead of time for each assessment measure you are using. 

The strongest targets are those which are based on previous information, such as benchmarks, past assessment findings, or some other observed performance or achievement. The faculty/staff group should collectively decide what target should be set. Targets should be clear, specific, and aligned with the language of the measure.

Targets may be quantitative or qualitative, or even multi-faceted to include both types of data. Below are some examples.