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Student Learning Outcome Assessment is the ongoing process of:

  • “Establishing clear, measurable expected outcomes of student learning.
  • Ensuring that students have sufficient opportunities to achieve those outcomes.
  • Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations.
  • Using the resulting information to understand and improve student learning.” (Suskie, 2009)

Active involvement in student learning outcomes assessment aligns with the 1st Pillar of the Strategic Plan, Ashland Rising 2020.

  • Student Learning Outcomes

Establishing clear, measurable expected outcomes for student learning

The assessment process begins with the establishment of learning outcomes that flow from the mission and vision of the institution.  Student learning outcomes are an articulation of intended student learning. Learning outcomes exist at all levels of the University; institutional, college, program, and course. Each academic program, co-curricular program, and academic support unit has developed program-level student learning outcomes that align with the Institutional Student Learning Outcomes.

At the course level, instructors develop learning outcomes for their courses which align with relevant program-level goals/outcomes.

  • Curriculum Mapping

Ensuring that students have sufficient opportunities to achieve defined outcomes

Curriculum mapping is a method used to align instruction with desired program outcomes.  A curriculum map is a matrix showing the relation of each course in the program to each program student learning outcome.  The curriculum map allows faculty in the program to see where opportunities are provided that contribute to student obtainment of the defined outcomes.

Curriculum mapping can reveal gaps in the curriculum and strengthen the design of the assessment plan. The process can also improve communication among faculty, improve program coherence, and increase the likelihood that students achieve program -level outcomes.

  •  Assessment Methods

Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations

A strong assessment program uses multiple methods of collecting information that provides student obtainment of defined student learning outcomes.  A combination of direct and indirect measures of student learning and the use of both formative and summative methods is recommended.

Direct and Indirect Methods of Assessment

Direct assessments provide for the direct examination or observation of student attainment of knowledge and skills defined in the outcomes.  Common direct assessment methods include:

  • Embedded questions on exams
  • Papers
  • Capstone assignments or courses
  • Portfolios of students’ work
  • Performances (presentation, recital, etc.)
  • Licensure exams

Direct assessment methods provide a sampling of what students know or are able to do.  Direct methods provide strong evidence of student learning.

Indirect assessment methods assess a student’s perception of their achieved learning.  Common indirect methods include:

  • Surveys
  • Exit interviews
  • Focus groups

Indirect assessment is useful as a supplement to direct assessment.

Formative and Summative Assessment

Formative assessment involves the monitoring of student progress toward a learning goal or outcome.  Formative assessments provide students with feedback on their progress toward the desired learning.

Summative assessments are typically administered at the end of a course or program to measure the level of mastery of learning outcomes.

  • Use of Results

Using the resulting information to understand and improve student learning

The ultimate goal of assessment is continuous improvement.  The assessment process is not complete until the findings have been used for improvement.  The steps involved in closing the loop include:

  • Summarizing the findings
  • Sharing the findings
  • Discussing the results
  • Developing action plans for revision of outcomes, curriculum, teaching methods, assessment methods, etc.
  • Implementing the action plan and assessing the effectiveness of the actions for continuous improvement efforts