Assessment for the
continuous improvement of teaching and learning
of courses and programs to determine the extent to which they achieve their
objectives and missions
continuous improvement in teaching and learning in courses and programs
is assessed and why?
objectives and missions of courses and programs
ensure course and program design will enable them to impart the knowledge,
skills, and attitudes (KSA) appropriate to enable program or major missions
The extent of student competency with the knowledge, skills, and attitudes
(KSA) gained as a function of the learning experiences in the courses/program
- How well courses
and programs inculcate the designated knowledge, skills, and attitudes
- The relative merits
of different learning experiences in imparting KSAs as a basis for changing
courses and programs to improve them on a continuous basis
How can assessment be accomplished?
- For assessing
course and program design: Environmental scanning, expert opinion,
- For assessing
how well the learning experiences achieve
course and program goals: Analysis of student performance on graded
work such as exams and other performances required of all students.
Student performance is a function of the learning experiences and systematic
factors. The objective is to measure the valued added to students' knowledge,
skills, and attitudes by virtue of their having had the learning experiences
provided in the courses/program.
can one start?
Prepare an assessment
- Identify the major
skills and attitudes students in the program (major) should acquire.
(Let knowledge be driven implicitly by skills.)
- Verify that the
mission statement (who is served by the instruction, what
the instruction prepares students for, and how the instruction
achieves the "what") for the program or major is consistent
with the identified skills and attitudes. If it is not, amend it.
- Identify where
in the courses/program the skills and attitudes are imparted and evaluated.
If the skills and attitudes are not appropriately imparted or evaluated,
redesign the instruction so that they are. Skills and attitudes may
be imparted in multiple courses and may be evaluated in multiple courses.
- Collect the most
important skills and attitudes into a list of assessment objectives.
- For each assessment
objective, explain how student performance will be evaluated and in
does one report?
student learning outcomes with respect to the designated knowledge,
skills and attitudes.
- Explain how student
performance exceeds, meets, or fails to meet performance expectations.
- Propose how the
unit will act on the results, e.g., by changing the design of courses/program,
to improve teaching and learning.
- Amend the assessment
plan, if needed, to be consistent with how the unit intends to act on
the results to improve teaching and learning.
- Report assessment
results in a form that shows how the unit has closed the loop, i.e.,
used the results to inform continuous improvement in teaching and learning.
Copyright © 2001 Center
for Teaching and Learning (CTL)/Center for Teaching and Learning with Technology
(TLTC), Georgia State University. All rights reserved.