Once you know what students should be able to do, you need to decide how you will know they can do it. Evidence is what you collect and examine to understand whether students are achieving your program outcomes.
The Two Types
| Direct evidence (Required) | Indirect evidence (Optional) |
|---|---|
| Actual student work or performances evaluated against a standard. This is the primary source — it shows you what students can actually do. | Perceptions, opinions, or data about student experience — not actual work samples. Useful context, but not a substitute for direct evidence. |
| Papers, essays, writing samples | Student surveys and reflections |
| Projects and capstone work | Alumni surveys |
| Presentations and oral exams | Course evaluations |
| Portfolios and e-portfolios | Employer or supervisor feedback |
| Thesis or dissertation drafts | Focus groups |
| Embedded course assignments | Job placement and enrollment data |
| Internship or practicum evaluations | Transcript analysis |
| Comprehensive or licensing exams | Institutional research data |
Direct evidence is required. Program assessment at URI must be grounded in actual student work. Indirect evidence alone is not sufficient — it can help you interpret your findings, but it cannot replace the examination of student work samples.
How to choose your evidence
Which courses should I pull evidence from?
Start with your curriculum map. The courses most tightly linked to a program outcome — particularly those that introduce, reinforce, or emphasize it — are your best sources. Focus on required courses where a representative sample of student work completes the same assignment.
Does the assignment need to be created specifically for assessment?
No. You can use existing course assignments — papers, projects, presentations — as long as they genuinely reflect the outcome you are assessing. You do not need to add new assignments; you need to examine the right existing ones through a shared lens.
How much student work do I need to collect?
Ideally, look at all students completing a key assignment. For large programs, a random sample of around 20% is generally sufficient — as long as it is representative of your student population. The goal is to draw evidence from reliable conclusions.
What do you want to do next?
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