Assessment 101

Assessment Basics

 Assessment is a systematic, collaborative, and continuous process for improving programs and operations. In academic programs, the main focus of assessment is on improvement of learning. In administrative and student support units, the main focus is on efficiency, effectiveness, and reach. 

Writing Learning Outcomes

Academic courses and programs aren't the only entities that assess learning outcomes. Many of Texas A&M University's academic and student support units may also wish to evaluate learning in the students they serve and are encouraged to refer to the information on this page. 

Administrative units should refer to the Support Unit Assessment Guidelines for information about writing outcomes related to reach, efficiency, and effectiveness of processes.

Student learning outcomes (SLOs) are skills and competencies students are expected to demonstrate or articulate, and can be defined at multiple levels. 

For example:

• Course learning outcomes (CLOs)
• Program learning outcomes (PLOs)
• University learning outcomes (ULOs)

What is the difference between CLOs, PLOs, and ULOs?
Course learning outcomes (CLOs) are very specific, measurable objectives within a particular course. These are presented to students in a course syllabus and will be reinforced several times over the course of a semester. 

Program learning outcomes (PLOs) are skills or competencies students are expected to be able to articulate or demonstrate by the time they graduate from an academic program (including certificate programs). They may be reinforced at different levels across program's curriculum (e.g., Beginner, Intermediate, Advanced). CLOs are mapped to PLOs.

University learning outcomes (ULOs) are very broad statements identifying the knowledge and skills all students are expected to gain during their educational experience at the institution. PLOs are mapped to these broad ULOs.

CLO: Students will use variance analysis in the farm budgeting process to determine where corrective actions may be necessary.

PLO: Students will apply financial management concepts and tools to "real world" problems in agriculture.

ULO: Students will apply discipline knowledge in a range of contexts to solve problems and make decisions.

How to Write Student Learning Outcomes

 
In addition to the information below, check out the Center for Teaching Excellence's self-paced module on writing learning outcomes!  

A strong learning outcome is simple, specific, clearly written, and is appropriate to the level at which the knowledge or skill is being taught (e.g., CLO, PLO, or activity/training hosted by a support unit).

Consider the following:

1. Use action words. Higher order verbs such as those found in Bloom's Taxonomy help define specific expectations for how students will demonstrate their learning. 
2. Keep it simple. SLO statements that include multiple skills or topics of knowledge are often difficult to measure completely. SLOs focused on just one skill or topic are easier to measure completely.
3. Make it discipline-specific. Strong SLO statements clearly indicate what the skill looks like within the context of the discipline. E.g., Students will demonstrate research skills  vs. Students will apply basic research methods in psychology, including research design, data analysis, and interpretation.
4. Avoid abstract or unobservable "skills." Outcomes related to students' beliefs, values, or attitudes are not directly measurable. E.g., Students will appreciate a culture other their own.

CTE Module on Writing LOs >>

Video: Writing SLOs (5 min) >>

“Writing Student Learning Outcomes” — University of Kentucky, YouTube, Nov 14, 2013.

Video: Curriculum Mapping (6 min) >>

“Curriculum Mapping” — University of Kentucky, YouTube, Nov 14, 2013.

Examples

SLOs in academic courses or programs:

• Students will identify environmental problems and develop science-based solutions.
• Students will apply knowledge of language processes across interpersonal and intrapersonal contexts.
• Students will demonstrate a proficiency in the fundamental concepts in each of the major areas of physics, to include x, y, z.
• Students will plan and organize units of instruction for key topics in agriculture.

SLOs in academic and/or student support units:

• Student workers who participate in department-led leadership opportunities will demonstrate personal and social responsibility.
• Students will articulate growth in global awareness as a result of their participation in programming. 
• Students who utilize our online resources will achieve a higher level of success than those who do not, as indicated by their GPAs, retention, and graduation outcomes.

Measures of Student Learning

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. 

Video: Assessment Tools (7 min) >>

“Assessment Tools” — University of Kentucky, YouTube, Nov 20, 2013.

Video: Artifact Mapping (6 min) >>

“Artifact Mapping” — University of Kentucky, YouTube, Nov 20, 2013.

Video: Data Collection (5 min) >>

“Data Collection” — University of Kentucky, YouTube, Dec 3, 2013.

Rubrics for Assessing Student Learning

Programs and departments are encouraged to use and/or revise existing rubrics to fit their needs. The American Association of Colleges & Universities (AAC&U) VALUE rubrics were created specifically for this purpose, and many of them have been used as the foundation for Core Curriculum assessment rubrics currently used at Texas A&M University. Attached to each AAC&U rubric is a cover page that provides a definition of the learning outcome, framing language, and a glossary of key terminology used in the rubric.

The Division of Student Affairs also has a rubric hub on their website, covering a variety of learning outcomes and other skills.

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.

Quantitative Targets

• 85% of students will earn at least 7 out of 10 points on the critical thinking essay question.  
• 100% of students will achieve the “Competent” threshold on the Content Development rubric criterion. 
• 70% of students will score above the 80th percentile on the ACS standardized exam. 
• 80% of students will select “Agree” or “Strongly Agree” that the training improved their mentoring skills.  
• 75% of service requests will be acknowledged within 24 hours. 
• Women student’s enrollment in this activity/event will increase 15% from last year. 
• 90% of reports will be submitted on time. 
• Demographics of students participating in this experience will match the demographics of students on TAMU campus (list percentages). 

Qualitative Targets

• Each submitted developmental portfolio will demonstrate growth (as defined by the program) in incorporating credible research sources.  
• When asked open-ended questions about their experience with the service/support, users in focus groups will mention keywords or synonyms related to the unit’s purpose and/or mission statement (e.g., belonging, inclusion, safe space, etc.).   
• Each debriefing session with clients will indicate that they are satisfied with the team’s pre-event communication.
• Open-ended survey questions will reveal favorable overarching themes.  
• Each submitted developmental portfolio will demonstrate growth (as defined by the unit) in incorporating credible research sources.  

Frequently Asked Questions

• Academic Program Assessment Glossary
• Support Unit Assessment Glossary

• The Assessment Professionals in Higher Education LISTSERV facilitates many useful and insightful conversations about higher education assessment and accreditation. Join the LISTSERV.
• The National Institute for Learning Outcomes Assessment (NILOA)
• The Association for Assessment of Learning in Higher Education (AALHE)(membership required for full access)
• The Association of American Colleges & Universities (AAC&U) (some tools, including the AAC&U VALUE rubrics, are available for free)