Assessment Resources

The mission statement of the department or unit defines, in one or two paragraphs, its goals, values and aspirations as related to the university vision and strategic goals. It should also indicate the most important functions of the department/unit.

Objectives are statements of ways in which a unit aims to achieve its mission, how processes should work, and what their optimal result should be. Objectives should be measurable and attainable. 

As a general best practice rule, whenever the unit is responsible for producing specific KPIs, deliverables, or milestones to measure specific Core Initiatives of the Strategic Plan, the unit should define objectives that are aligned directly with those Core Initiatives and use the same KPIs, deliverables, or milestones to measure progress toward their objective. 

Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. They should be measurable, attainable within the learning unit's context (program, course, specific activity) and should contribute to the department's mission. 

You should develop 3-5 learning outcomes for your program. MSCHE provides guidelines in chapter 2 of the handbook on Student Learning Assessment: Options and Resources (2nd Edition, 2007).  An alternative guide to developing learning outcomes is provided by the National Institute for Learning Outcomes Assessment. The NILOA has several easy-to-use resources on drafting learning outcomes, and many are intended for neophytes. Their website includes a “how to” section for drafting Learning outcomes. 

Describe how a learning outcome is assessed. The emphasis is on producing direct evidence such as student artifacts, research papers, responses to tests. 

Examples of direct evidence (taken from the list of methods for the assessment of student learning recommended on the MSCHE web site): 

• Scoring of a certain test or presentation using a rubric: 
• Example One for QES Senior Project 
• Example Two for Oral Presentation 
• Example Three for Laboratory reports
• Example Four for Creative writing

Portfolios of student work evaluated with a rubric: 

• Example Five for Portfolio  

Scores on locally-designed multiple choice and/or essay tests such as final examinations in key courses, qualifying examinations, and comprehensive examinations, accompanied by test “blueprints” describing what the tests assess 

• Example Six Blueprint applied to a Quiz

Indirect evidence, such as students' perceptions of their learning and the educational environment, may also be used. Examples of indirect evidence (taken from the list of methods for the assessment of student learning recommended on the MSCHE web site: 

• Student satisfaction, alumni, and employer surveys 
• Course grades 
• Assignment grades, if not accompanied by a rubric or scoring guide 

NOTE: Indirect methods alone do not provide adequate information about student learning outcomes. 

Describe how a learning outcome is assessed within the major. The emphasis is on producing direct evidence such as student artifacts, research papers, responses to tests. 

Examples of Assessment tables: 

• Example Seven Major in Economics 
• Example Eight Major in Philosophy Politics and Economics
• Example Nine Major in Communications and Civil Society

1. Make sure the learning outcomes listed for the majors and master’s on the AUP programs website are correct. 
2. Remind your faculty to make sure the learning outcomes listed for their courses on the online catalog are correct.  
3. Make sure the program-course alignments on SharePoint are correct. 
4. Encourage your faculty to use the GOAT to turn in their results. 

PowerPoint on the Assessment role of Chair.

- Public departmental and unit reports