Steps in Student Learning Outcomes Assessment

  1. Define intended educational outcomes
  2. Identify audience
  3. Determine what will be learned
  4. Identify degree of learning desired
  1. Identify methods for measuring outcomes
  2. Where in the curriculum or program would we expect the learning to occur?
  3. What opportunities are available to collect data?
  4. How will data collection occur?
  5. When will data collection occur?
  1. Administer assessments (example below)
  2. Observations
  3. Testing
  4. Survey
  5. Recall/writing activity
  6. Performance of task
  7. Focus groups
  8. Exit interviews
  9. GPA
  10. Placement/internship/advancement rates
  1. Review results
  2. Determine if outcomes were met
  3. Determine if improvement to programs/service/course should be made
  1. Repeat assessment cycle

DevelopingLearning Outcomes

  • Who is the audience?
  • Example: Student organization treasurers
  • What should they know, demonstrate, understand and apply, or value?
  • Example: Ability to manage and balance an organization account
  • What circumstances/condition will facilitate the learning?
  • Example:Participation in the Treasurer’s Workshop, individualized advisement
  • To what degree will the outcome be met?
  • Regular and accurate accounting

The student will be able to demonstrate regular and accurate accounting after participating in the Treasurer’s Workshop and through individualized advisement.

Effective Measures

  • What do you want to find out? What will be useful? What can help you tell your story?
  • Identify toolsthat will help you get the answer.

Capturing the Data

  • Sample of population
  • “Snapshot” in time
  • Longitudinal study

The student will be able to demonstrate regular and accurate accounting after participating in the Treasurer’s Workshop and through individualized advisement.

Measure:

Work product: invoices, payment requests (accuracy), allocation request forms

Observation: meetings with peers

Self-assessment: post-workshop assessment (3-6 mo/s out)

Linking Assessment to Plans

Sample Planning Guide

Unit Mission / Program/Service / Goal/Outcome / Measure(s) / Methods / Data Collection / Use of Results
The ABC Department provides… / Student staff training / To provide supervisory skills / Knowledge of ABC and 123
Ability to a, b, c….
Accurately doing that / Observation
Supervisor journals
Peer evaluations / 8/25/11 – 11/30/11 / Performance reviews
Staff training program

Assessment Resources

ACPA. ASK Standards Free to members

ACPA.Assessment Planning Tool Must be purchased

Andreas, R. E. (1993). Program planning.In M.J. Barr (Ed.), The handbook of student affair administration. (pp. 199-215) San Francisco: Jossey–Bass Publishers.

Assessment Offices in StudentAffairs [sample list]

  • Bowling Green State University
  • Indiana State University
  • Indiana University - Purdue University Indianapolis
  • Ohio State University
  • Rutgers, The State University of New Jersey
  • Assessment Plans ( )
  • Best Practices ( )
  • Texas A&M University
  • University of California - Davis - Student Affairs Research and Information
  • University of Georgia- Student Affairs Research

httpp://

  • University of Michigan
  • University of Wisconsin System - Assessment in Student Affairs

Assessment Update: Progress, Trends, and Practices in Higher Education. Inside HigherEd. Website:

Bloom’s Taxonomy

Council for the Advancement of Standards in Higher Education

  • The CAS Book of Professional Standards in Higher Education .
  • Self-Assessment Guides
  • Presentationson assessment:

Galbraith STAR model:

Keeling,R P., Wall, A.F., Underhile, R., Dungy, G. (2008). Assessment reconsidered. NASPA Publications.

Metrics and Rubrics are the best practice models for assessment.

  • Northern Illinois University Research and Assessment Offices has a session on rubics:
  • UNC Greensboro has a great resource page for creating rubrics for student affairs assessment:

Knowing What Students Know: The Science and Design of Educational Assessment (2001). Read free online at

Liddell, D.L. & Lund, J.P. (Ed.) (2000). Powerful programming for student learning: Approaches that make a difference. New Direction for Student Services. 90.

Nolfi, T. & Ruben B. (2010) Assessing & Improving Student Organizations.NACA/ACPA.

Palomba.C and Banta, T.E. (1999).Assessment Essentials: Planning, implementing, improving assessment in higher education. San Francisco: Jossey-Bass.

Ruben, B. (2009) Excellence in Higher Education. NACUBO

Suskie, Linda. What is "Good" Assessment? A Synthesis of Principles of good Practice. From "What is "good"assessment? A new model for fulfilling accreditation expectations" presented at the First Annual InternationalAssessment and Retention Conference, Phoenix AZ, June 2006. (PDF Download:

Upcraft, M.L. & Scuh, J.H. (1996) Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass Publishers.

StudentAffairs.Com, 2011Tricia S. Nolfi