Three main reasons exist for assessment:
- Assessment is a requirement for accreditation by ACCJC. While some claim that assessment is just the latest fad dreamed up by accreditors, the reality is that assessment has been around for about twenty years and shows no signs if disappearing.
- Assessment is a learner-centered endeavor, with faculty’s goal to help learners be more effective and efficient in their learning.
- Assessment provides valuable information to faculty so they can re-think their approaches and produce more effective teaching strategies.
What is Leeward's CLO Definition?
A course learning outcome (CLO) is a clear statement of what students will be able to do outside the classroom as a result of what they have learned. (Stiehl/Lewchuk)
How will CLOs be Evaluated?
The following rubric will be used to evaluate CLOs. The rubric is also available for download.
Rubric to come
How do we assess student learning?
The best assessment of student learning uses a multiple, diverse approach. These approaches may include:
- Assessments yielding direct evidence of student learning, such as capstone experiences (ex. research projects, presentations, or exhibits) and portfolios of student work
- Performance assessments, such as writing assignments, projects, laboratory and studio assignments, care studies, and internships
- Traditional assessments, such as multiple choice tests, essay tests, and oral examinations
(Suskie, pg. 20)
Why do we assess student learning?
There are two primary purposes for assessment of student learning:
- Improvement. Assessment can help improve the quality of teaching, learning, programs and services, and planning and decision-making.
- Accountability. Assessment can validate current programs, services, and teaching and learning efforts and thereby secure continued support for them by demonstrating their effectiveness to concerned audiences.
Where does Student Learning take place?
Student learning takes place in many venues:
- Individual courses
- Academic programs and general education core curricula
- Co-curricular programs and student life programs designed to promote student learning and development
- Cohort-based programs and other special programs to enhance student learning, such as (but not limited to)
- First-year experiences
- Learning communities
- Service-learning programs
- Developmental education programs
- Tutoring programs
- Honors programs
- Programs for at-risk student cohorts
- Study-abroad programs
(Suskie, pg. 6)
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level...the recall of information.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order, which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.
Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
*Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
*Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
*Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
*Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.