Assessment Methods and Tools
Data about learning outcomes comes primarily from student output; however there are other sources just as there are multiple sources of data about the environment.
Indirect measures of learning outcomes are assessments of things that represent the knowledge, skills and perspectives of the student and the assessment may be made a period of time after the learning took place. For example, we assume if the student has learned well they will get a good job, so we measure placement as a proxy for learning outcomes. Or we assume that if a student can demonstrate good skills their managers will evaluate them as effective employees. The causation can also be in the other direction. We may assume that if a student is satisfied with their learning experience, the learning environment was effective in helping the student achieve the desired learning outcomes.
Typology of Assessment Methods
| DIRECT MEASURE METHODS | INDIRECT MEASURE METHODS | |
| COURSE LEVEL ASSESSMENT |
Examinations Standardized Tests Case study analysis Simulations Performance Appraisals External Examiner Oral Examination Behavioral observations Grades based on explicit criteria related to clear learning goals Portfolios |
Course evaluations Percent of class time spent in active learning Number of student hours spent on service learning Number of student hours spent on homework Grades that are not based on explicit criteria related to clear learning goals |
| PROGRAM LEVEL ASSESSMENT |
Capstone projects, senior theses Pass rates/scores on certification Student publications or conference presentations Case study analysis Simulations Performance Appraisals External Examiner Oral Examination Behavioral observations Employer and internship ratings of students' performance Portfolios |
Focus group interviews with students, faculty, employers Exit interviews with students Registration or course enrollment information Dept or program review data Job placement Employer or alumni surveys Student perception surveys Graduate school placement rates |
| INSTITUTIONAL LEVEL ASSESSMENT |
Performance on tests of writing, critical thinking or general knowledge Rubric (criterion based rating scale) scores for class assignments in GenEd or other courses required of all students Performance on achievement tests Explicit self-reflections on what students have learned related to institutional programs such as service-learning Portfolios |
Locally developed, commercial or national surveys of student perceptions or self-report of activities (e.g. NSSE) Transcript studies that examine patterns and trends of course selection and grading Annual reports including institutional benchmarks, such as graduation and retention rates, GPA of graduates, etc. |
