To ensure that we are adding value in learning, and acting as a learning centric institution, we must be willing to determine if students are achieving our learning goals and outcomes – adjusting to improve success rates where possible. To accomplish this,
The most important step to becoming a learning-centric organization and generating the greatest value-add for students is to clearly define the learning we expect of them. This requires the development of a unifying and hierarchical plan for student learning, specifying institutional,
To ensure that we are adding value in learning, and acting as a learning centric institution, we must be willing to determine if students are achieving our learning goals and outcomes – adjusting to improve success rates where possible. To accomplish this, we must convert our intuitive sense of accomplishment to explicit definitions and measures of learning. By studying this article and its linked resources, and by using the associated shared files, you will be able to:
• Define common terms used in the assessment of student learning.
• Define a useful scale to determine the student’s level of achievement of a learning outcome.
• Analyze and disaggregate tests, projects, papers, etc., and correlate their components with course learning outcomes.
• Evaluate the impact of course changes on learning outcome achievements.
• Explain the relationships between program learning outcomes, course learning outcomes, and course structure and progression.
• Calculate program learning outcome achievements from course learning outcome achievements or by using key assessments at points within the curriculum.
• Describe how learning outcomes can be assessed for programs such as General / Liberal Education, Honors, and for extracurricular learning.
• Compare and evaluate external tools for assessing general education learning outcomes.
• Formulate standards of success for a program, evaluate its status, and set goals.
• Describe the relationship between goals and outcomes, and how outcome assessment data could be used to analyze progress toward goal achievement at the department, college/school, and institutional levels.
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Document provides a comparative analysis of the CLA, ETS, and CAAP general education assessment tools to help an institution determing which best meets its needs. Document was authored around 2014 but still has much relevance and would be a great starting point for a more current comparison.
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A sample set of Liberal Education goals and outcomes produced by the Liberal Education Committee at FHSU as it worked to redesign the curriculum. The Degree Qualification Profile was used as a tool in the process.
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