Assessing Student Learning

Effective assessment of student learning includes the following:

1. It is faculty-driven, meaningful, and embedded across the curriculum and co-curriculum;
2. It prepares students for life, work, and citizenship;
3. It uses methods appropriate for the program’s/institution’s culture;
4. It is based on broadly shared expectations for quality;
5. It produces actionable evidence to improve teaching and enhance student success; and
6. It promotes equity.  (Stitt-Bergh, Wehlburg, Rhodes & Jankowski, 2019)

Thus, the office of the Advancement for Teaching and Learning  is taking an “Assessment for Student Learning” approach and has developed a process that focuses on improving student learning outcomes and institutional performance through data collection and examination to answer the following question: How do we know that we are offering students a high-quality education?

Assessment form

Purpose of this Form

As the University of Rhode Island moves forward in creating a culture of assessment to improve students’ experience, it is imperative that programs use assessment as a tool for equity, understanding programs, and improving student learning (Stitt-Bergh, Robinson, Cottenoir, and Morrison, 2022). 

This Assessment Form is a guide for academic programs to use in order to understand the assessment process including planning for assessment, collecting data, and using data to make informed decisions about student success.  The Assessment Form is broken down into two sections:  

1. Assessment and 
2. Closing the Loop 

The next section provides guidance and guidelines on how to complete these sections.

1. Assessment

Section I of the Program Assessment Form requires the department to outline ALL of the student learning outcomes. In other words, all of the student learning outcomes should be assessed during the 3-year cycle period.  

Data/Evidence 

🔹For each outcome, indicate what data/evidence* (other than grades) were used to determine the impact of the change. Note: direct evidence is required; indirect evidence is optional (see types of evidence for examples).  

🔹Provide the type of artifact/evidence of student learning*.

🔹Where in the curriculum was the outcome assessed (which course(s), section(s) or program requirement)?

🔹Which semester(s)/year?

🔹Student Sample: Include the number of students sampled.  Indicate how the sample size represents the population of interest (the population to whom the results will be generalized).

Evaluation Process :What method(s) or process(es) were used to evaluate student work? Consider providing the following information:

1. The evaluation tool or instrument used to assess student work (please attach)**;
2. The expected level of student achievement of the outcome: targeting the benchmark (for example, 85% of the students will receive a B or higher on this assignment)

Reflection: What were the results of the analysis of the assessment data? Consider the following:

1. An analysis of quantitative and/or qualitative results to identify patterns of overall student learning strengths and needs for improvement.
2. An analysis of quantitative results, include a comparison of expected level of student achievement to actual level of student achievement.
3. Consider what the results mean; develop conclusions about next steps based on results. Please include all results whether favorable or unfavorable. 
4. How and when will the results be shared with the program stakeholders?

2. Closing the Loop 

Closing the loop in assessment is the process of using collected data to identify gaps, implement targeted improvements, and re-evaluate to confirm that student learning outcomes have enhanced  (Kuh, G., 2015). This critical final step turns assessment findings into actionable changes—such as curricular revisions or pedagogical adjustments—thereby ensuring continuous improvement rather than mere data collection (Kuh, G., 2015).

For each program goal that was identified in a previous report, indicate how the impact of change(s) was measured using data/evidence* (other than grades). Note: direct evidence is required; indirect evidence is optional (see types of evidence for examples). Report findings under the section called Results and Reflection in Section II of the Assessment Form.  

1. Introduction:  Provide a brief description of the program’s recommended change for this goal from a prior report.
2. Evidence of Student Learning.  Consider the following:
   • Type of artifact/evidence of student learning*
   • Where in the curriculum the outcome was assessed – which course(s), section(s) or program requirement;
   • Which semester(s)/year
3. Method(s) or Process(es) Used to Evaluate Student Work.  Consider the following:
   • Evaluation tool or instrument used to assess student work (attach)**
   • Expected level of student achievement of the outcome
4. Results of the Analysis of the assessment data. Consider the following:
   • Analysis of the results including the identification of patterns of strengths and
     areas for improvement.
   • Quantitative results, include a comparison of expected level of student
     achievement to actual level of student achievement.
   • Qualitative results if/when appropriate.
5. Reflection & Conclusion(s)
   • Consider what the results mean, and develop conclusions about next steps based on results (include all results whether favorable or unfavorable).
   • Note how and when the results will be shared with the program stakeholders.
   • Overall, were the changes effective?  If yes, address whether the results will be/have been used in decision-making and planning, and a specific and reasonable timeframe for implementing the change and for re-assessing the impact of the change (if applicable).  If not, what are the recommendations for future plans to improve student learning results?  Consider a date/timeline for action and re-assessment.

Direct Assessment: A direct assessment directly evaluates student work.  Examples of direct assessments include exams, papers, projects, portfolios, capstone projects. 

Indirect Assessment: An indirect assessment is a student’s perception of how well they have achieved the learning outcome. Examples of indirect assessments include focus groups, surveys, exit interviews, and course evaluations.

• * Example: embedded questions in assignment or exams, presentations, thesis proposals, comprehensive exams, performances, capstone course, portfolio review, research or a paper

• **  Example: rubric, juried form, external evaluation

• ***Example: # of participating faculty, assessment committee, major professor, research/practicum supervisor (best practice is multiple participants)

• ****Example: # of participating faculty, assessment committee, chair, program director (best practice is multiple participants)

References:

Kuh, G. D. (2015). Using evidence of student learning to improve higher education (1st ed..). National Institute for Learning Outcomes Assessment : Jossey-Bass.

Stitt-Bergh, Monica, Robinson, Christin, Cottenoir, Mitchel L., and Morrison, Julie B., (2022)  The Future of Assessment and Learning Improvement:  Equity, Mindset, and Scholarship, Assessment Update, 34(5), 10-14.  

Stitt-Bergh, Monica, Wehlburg, Catherine M., Rhodes, Terrell, and Jankowski, Natasha  (2019) Assessment for Student Learning and the Public Good, Change: The Magazine of Higher Learning, 51(2), 43-46.