Student learning outcomes refer to what students should know, think, or do as a result of participating in the program. It is important to establish realistic learning outcomes, because they are the hub that holds together all other aspects of the assessment cycle.

Program-Level Learning Outcomes are unique to each degree and degree level.  They distinguish a single program of study from any other program of study offered at CSU. PLOs are available in the general catalog in the program description. Assessment of PLOs and use of assessment results are documented through the academic program review process.

Programs should ensure that course learning outcomes, program learning outcomes, and institutional learning objectives are well-aligned. See Establish Clear Student Learning Outcomes page for more information.

Creating a curriculum map allows programs to ensure that each program learning outcome is adequately addressed throughout the course of study. It clarifies which courses are responsible for the instruction and content to help students achieve particular outcomes. The curriculum map helps to identify where opportunities are located for students to develop basic competence, fluency, or accomplishment for desired program skills or knowledge. Learn about curriculum maps and download a template you can use. 

An assessment plan lays out the strategy for assessing each program learning outcome. It is important to specify three important aspects: which PLO(s) you will assess each academic year, who (which students/courses) will be assessed, and how you will assess them. What are your most pressing questions about student learning in your program? How might you focus the assessment activities to support the unit’s learning improvement goals?

Programs and courses already produce evidence of learning. The most sustainable assessment plans use embedded assessment by collecting and evaluating student work already being produced in a way that allows it to be aggregated for program assessment purposes. Evidence can be direct or indirect and should be appropriate to what is being assessed.

The curriculum map should guide decisions about the student work to be used in the assessment. Ideally, it would be best to select assignments in courses where students have had ample practice with the program learning outcomes and are being asked to demonstrate their proficiency. Senior seminar papers or capstone projects are often a good place to start for program-level learning outcomes assessment.

Assessment tools are the instruments, frameworks, or guides to collect information. This might include a survey, rubric, exam analysis strategy, etc.

For more information, please see Design Assessment Plans and Select Assessment Tools

Work with faculty partners to collect student work samples or survey responses. Decide on the best way to share the samples and how to communicate with students about how the work will be used. Who will ensure confidentiality of student information and their work? How will data be kept, and who will have access?

Consider how the assessment findings will be analyzed. Does the program have the expertise in-house, or will you need support? Will this be a quantitative or qualitative assessment?

Working in collaboration to make sense of assessment information provides a much richer and fuller picture of what is and is not working. Assessment data showcases program successes and strengths and helps faculty identify needed changes in curriculum and instruction,  academic support structures for students, or in the assessment plan itself. 

Remember that the primary purpose of program learning outcomes assessment is to use the findings to improve student learning. In collaboration with the department’s team, determine the priorities for learning improvement.

Initiatives might include:

1. Instruction (e.g., redesigning assignments, adopting new pedagogies, redesigning TA-taught
   sessions or TA training)

2. Curriculum (e.g., adding an intermediate level course, re-sequencing program curriculum,
   adjusting prerequisite courses)

3. Targeted co-curricular support for student learning (e.g., tutoring, library instruction)

At CSU Fort Collins, undergraduate degree programs are doing Learning Enhancement Action Plans (LEAPs) to improve an element of student learning.

Making change can be a big commitment for a program. It is important to understand how well it was implemented and how well it worked to effect improvement in student learning. Questions to consider at this point:

• Was the learning improvement initiative implemented as planned? Was it coordinated and delivered consistently?
  
• Which students students experienced the initiative? Did it reach those who most needed it? How did students perceive the change?
• What conclusions can be made about the initiative’s effectiveness?
• How will the initiative be managed moving forward? What changes will be made to address inconsistencies or problems?