Office of Student Learning Assessment

Assessment Resources

Assessment Resources

1.  Guidelines for Well-written Student Learning Outcome Statements (n.d.)

This web page is a compilation of institutional examples of the evidence of student learning which includes "results of assessment activities."

2. Evidence of Student Learning (NILOA)

This web page is a compilation of institutional examples of the evidence of student learning which includes "results of assessment activities."

3. NILOA Provost Survey Report (2018)

This report presents a summary of the practices and trends in institutional-level assessments of student learning in the United States. It is based on the  National Institute for Learning Outcomes Assessment (NILOA)’s nationwide survey of provosts in 2017.

4. Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practices (2017)

The report was published by the National Institute for Learning Outcomes Assessment. Malenfant and Brown (2017) describe colloborative practices for meaningful assessment. Their present five main findings: "(1) Students benefit from library instruction in their initial coursework; (2)Library use increases student success; (3) Collaborative academic programs and services involving the library enhance student learning; (4) Information literacy instruction strengthens general education outcomes; and (5)
Library research consultations boost student learning."
 
 
This report features case studies on the productive use of assessment data in improving student learning in undergraduate education.
 
 
In this article, Bouwma-Gearhart and Hora (2016) recommend that institutions give up the sole reliance on "end-of-term student evaluations" and embrace sounder data sources pertaining to teaching and learning. Please scroll down to page 44 of the document to access the article.
 
 
In this article, Bouwma-Gearhart and Hora (2016) recommend that institutions give up the sole reliance on "end-of-term student evaluations" and embrace sounder data sources pertaining to teaching and learning. Please scroll down to page 44 of the document to access the article.
 
 
Produced by the National Institute for Learning Outcomes Assessment (NILOA), the document is a set of 50 guidelines to determine the quality and effectiveness of an assessment. 
 
 
Given the evolving collaboration between student and academic affairs, this four-page document contains textual and visual information on developing a student affairs assessment structure.
 
 
It is a free course-evaluation tool that allows college instructors to receive learning-focused feedback from students.
 
 
It is a list of action verbs related to learning outcomes.
 
12. Assessing Learning in Online Education: The Role of Technology in Improving Student Outcomes (2011)
 
The occasional paper was produced by the National Institute for Learning Outcomes Assessment (NILOA). Prineas and Cini (2011) consider "how emerging techniques, such as data mining and learning analytics, allow the use of performance and behavioral data to improve student learning not just for future iterations of a program but in real time for current students."
 
 
"A nationwide VALUE [Valid Assessment of Learning in Undergraduate Education] rubric project report that examines direct evidence of student learning achievement by using existing student work rather than a test."
 
14. From the VALUE Executive Director (Fall, 2018)

https://www.aacu.org/peerreview/2018/Fall/Rhodes

15. Assessment As a Strategy, Not a Stand-Alone Activity (Fall, 2018)

https://www.aacu.org/peerreview/2018/Fall/Analysis

16. VALUE Rubrics - Downloads (Fall, 2018)

These include, rubrics for: 

Intellectual and Practical Skills (i.e., Inquiry and analysis, Critical thinking, Creative thinking, Written communication, Oral communication, Reading, Quantitative literacy, Information literacy, Teamwork, Problem solving)

Personal and Social Responsibility (i.e., Civic engagement—local and global, Intercultural knowledge and competence, Ethical reasoning, Foundations and skills for lifelong learning, Global learning

Integrative and Applied Learning (i.e., Integrative learning)

https://www.aacu.org/value-rubrics

 

17. Perspective: Three Things Presidents Need to Know About Student Learning Outcomes Assessment (2015)
 
Given that the president is gripped by a number of issues, Ikenberry (2015) recommends for the president the knowledge of three things pertaining to collection and use of evidence of student learning. 
 
 
This paper aims to make a new faculty member aware of the important features, practices, and significance of assessment.
 
 
This resource on basic approaches to assessment is presented by the Council for the Advancement of Standards in Higher Education (CAS).
 
 
Multiple studies of the effects of service learning over the past quarter century yielded empirical evidence of the positive effects on desired outcomes of these courses designed for students to have meaningful community service experiences that are integrated with instruction and induce them to apply what they are learning and to reflect on what they have learned and their performance in messy, unscripted situations.
 
 
I sometimes worry that the word teach leads us astray in academe. The word suggests that our job as faculty members is to put new knowledge into our students’ heads. But in my experience the best learning occurs when students teach themselves — when they discover something on their own.