With regard to assessing program learning outcomes, how can we effectively use relevant course-level student work, including exam scores, writing assignments, and artifacts?
In educational programs that primarily use exams to assess student learning, it is customary to link specific program-level learning outcomes to related course exams or exam questions. When this is the assessment data of choice, department members conducting program-level assessments need to a) decide which specific course exams or exam questions constitute valid evidence of student learning for a given program learning outcome, and b) decide what, for their purposes, constitutes a satisfactory (or, exceptional, satisfactory, and unsatisfactory) score on these exams. In educational programs that primarily use written assignments, physical objects, or performances to assess student learning, the process of collecting and assessing course-level student work is considerably more complicated. Suggestions for using learning portfolios (document repositories) in the program-level assessment process are laid out in Attachment 10.
Related Questions
- With regard to assessing program learning outcomes, how can we effectively use relevant course-level student work, including exam scores, writing assignments, and artifacts?
- What is the difference between learning outcomes for a course and the student learning outcomes that we are assessing?
- How does Program Outcomes Assessment improve student learning and program success?
