Gathers evidence about student learning based on student performance that demonstrates the learning itself; can be value added, related to standards, or quantitative, embedded or not, using local or external criteria.
Examples are written assignments, classroom assignments, presentations, test results, projects, logs, portfolios and direct observations (Leskes, 2002)
Acquires evidence about how students feel about learning and their learning environment rather than actual demonstrations of outcome achievement.
Examples include: surveys, questionnaires, interviews, focus groups and reflective essays (Doug Eder)
Course and homework assignments
Exams and quizzes
Standardized tests
Term papers and reports
Observations of field work, internship performance, service learning, clinical experiences
Research projects
Class discussion participation
Case study analysis
Rubric scores for writing, oral presentations, and performances
Artistic performances and products
Grades based on explicit criteria related to clear learning goals
Course evaluations
Test blueprints (outlines of the concepts and skills covered on tests)
Percent of class time spent in active learning
Number of student hours spent on service learning
Number of student hours spent on homework
Number of student hours spent at intellectual or cultural activities related to the course
Grades that are not based on explicit criteria related to clear learning goals
Capstone projects, senior theses, exhibits, or performances
Pass rates or scores on licensure, certification, or subject area tests
Student publications or conference presentations
Employer and internship supervisor ratings of students' performance
Focus group interviews with students, faculty members, or employees
Registration or course enrollment information
Department or program review data
Job placement
Employer or alumni surveys
Student perception surveys
Proportion of upper-level courses compared to the same program at other institutions
Program graduation rates
Performance on tests of writing, critical thinking, or general knowledge
Rubric scores for class assignments in General Education, interdisciplinary core courses, or other courses required of all students
Performance on achievement tests
Explicit self-reflections on what students have learned related to institutional programs such as service learning (e.g., asking students to name the three most important things they have learned in a program)
Locally developed, commercial, or national surveys of student perceptions or self-report of activities (e.g., National Survey of Student Engagement)
Transcript studies that examine patterns and trends of course selection and grading
Annual reports including institutional benchmarks (e.g., graduation and retention rates, grade point averages of graduates, etc.)
Adapted from: Middle States Commission on Higher Education. Student Learning Assessment: Options and Resources.
Chapter 3, Evaluating Student Learning: 27-53; 2007.
Have a question? Email: awg@ccac.edu