Assessing-U Posts

Assessing-U is written in the style of a blog. Its purpose is to share current issues in assessment, observations, and summaries of new resources. The viewpoints represented belong to the post’s author.

Understanding the Distinction: Research on Teaching and Learning, Learning Outcomes Assessment, and the Scholarship of Teaching and Learning

There are many approaches to thinking about evaluating teaching and learning. Three approaches used in higher education are often confused with each other. Research on Teaching and Learning, Learning Outcomes Assessment, and the Scholarship of Teaching and Learning (SoTL) all aim to improve educational practices, but they serve distinct purposes, employ different methodologies, and produce different types of knowledge. All three approaches are valuable and legitimate forms of inquiry. The choice among them should depend on a researcher/practitioner’s goals, context, and intended outcomes. Understanding these distinctions helps faculty choose appropriate methods for their goals, allocate time and resources appropriately, and navigate institutional requirements effectively. Learning Outcomes Assessment Learning outcomes assessment is an evaluative process focused on measuring student achievement of identified learning goals. Assessment practice

Understanding the Distinction: Student Learning Outcomes Assessment and Student Success

What is the distinction between student learning outcomes assessment and student success measures? Aren’t they the same thing? Student learning outcomes assessment and student success measures are both ways to evaluate the effectiveness of education, but they focus on different aspects of the student experience and educational impact. Learning outcomes assessment should support student success by applying assessment information to the improvement of curriculum and instruction. Here’s how they differ: Student Learning Outcomes Assessment Focus: Measures what students know, can do, or value at the end of a learning experience (e.g., course, program). Aligns with program-level and course-level learning outcomes that define what students should be able to do by the end of a program or course. Purpose: Evaluates the degree to which students have

Facilitating and Assessing Student Engagement in the Classroom

Improving student engagement in the classroom is a hot topic amongst faculty these days. At some point in the conversation, the mythological college student makes an appearance. That perfect student of the past was always on time, had always done the reading, answered every question with astounding complexity, and memorized everything the professor said. What a great time that must have been! We may not ever have a classroom filled with the students of our dreams, but what if we could get a bit closer? What if we could encourage motivation, curiosity, and enthusiasm for learning? What would happen if we understood a bit more about how engagement really works? What is Student Engagement? Scholars who study learning in the college years define student engagement

Mapping Your Course

Backwards Design Basics When you are planning a road trip, you probably start with the places you want to end up and then plan your route, including overnight stops, food options, and perhaps a few scenic spots to rest along the way. A course map is kind of like planning a road trip, even with room for some unplanned stops. A course map is a visual representation of the ways in which your course instruction and assignments align with the learning objectives. Mapping your course allows you to identify where students are learning key concepts and skills, and to make decisions about formative and summative assessments. It can also help determine where to provide additional instruction or learning support. Using Backwards Design principles to create

Assessment in Large Enrollment Courses

Assessment Strategies for Large Courses Many of my conversations with faculty focus on the challenges they have with doing good learning assessment in large classes. The best learner-centered assessment approaches are no match for 200-person enrollment. I mean, can you imagine reading 200 5-page essays? That’s 1,000 pages for just one assignment! So, what’s an instructor to do with a big class? Are multiple-choice exams the only way to go? Classes with graders, recitations, and labs provide room to focus on individual students, but what if it’s just you and that large lecture hall filled with smiling faces? Here are some ideas to help you freshen up your assessment approach and use your time more effectively. In-Class Formative Assessments Students benefit from frequent, low-stakes opportunities

Getting Started with Course Assessment

Thoughtful Course Design Course assessments—exams, essays, research papers, performances, etc.—are stressful for students and instructors alike. As instructors, we can help reduce that pressure by attending to a few elements when designing course assessments. Through careful alignment of assessments to learning outcomes and being creative in how they are implemented, faculty can better facilitate learning and support student success. Align assessments to learning outcomes At its core, assessment seeks to understand how well students are learning what we want them to learn. This starts with defining learning outcomes, first for the course and then for each of the assignments or activities used in the course. What do you want students to know or be able to do by the end of the course? If students

Assessment