How to Embed Assessment of Student Learning Outcomes in Regularly Scheduled Assignments
Assistant Professor of English
As part of Gordon’s ongoing assessment process, faculty must measure, record, and report the results of their students’ performance on knowledges and skills identified as outcomes for their general educational experience and programs of concentration.
February, as a representative of the Humanities Division, I attended a workshop
On this page you will find a summary of Dr. Kelley’s advice for faculty as well as sample assessment forms distributed at the Brenau workshop.
Dr. Kelley offered several pieces of good advice, specifically for individual faculty members, on the following topics: 1) how a college can develop program outcomes; 2) how individual faculty members can manage the assessment process in their courses; 3) how faculty can measure outcomes in their coursework; and 4) how faculty can report their assessment findings for each outcome. I will discuss each of these in turn.
1. How a college can develop program outcomes
presented an overview of how to develop program outcomes, using a management
department as a model. At
Dr. Kelley’s advice on how to develop program outcomes corresponds well with the presentation delivered to Gordon faculty in the fall of 2004 by Dr. Albert McCormick on how to develop an assessment plan for the college. In short, we are on the right track.
2. How individual faculty members may manage the assessment process in their courses
Dr. Kelley broke down the assessment process for individual faculty members into the following steps:
3. How faculty can measure outcomes in their coursework
Dr. Kelley recommended two ways to measure outcomes in coursework:
1. Measure questions embedded in exams that correspond with outcomes.
2. Use specialized grading rubrics or grade sheets to evaluate individual student performance in assignments such as essays, research papers, and oral presentations. An assessment rubric notes knowledges and skills targeted as outcomes while also serving as a grade sheet. Click here to download Kelley’s sample assessment rubrics and a blank rubric shell.
Dr. Kelley offered the following pieces of advice on how to devise assessment rubrics for specific program outcomes:
4. How faculty can report assessment findings
After all exams and targeted assignments have been completed and measured at the end of the term, it is necessary to compose a final report of findings for each measured outcome. Dr. Kelley recommended that this report consist of four parts:
The Assessment Committee has already provided Gordon faculty with a template for their final reports. In Gordon’s report template parts 3 and 4 have been combined into a single part.
Dr. Kelley offered the following two pieces of advice on how to fill out the report:
When Gordon faculty members give their outcome reports to their Division’s respective outcome coordinators, then their part in the assessment process is done for the semester.