Search By:


Publication Search Results

Search returned 55 results using Keyword: "Student learning outcomes statements"



1. 360 action verbs for student learning outcome statements in higher education.
This page provides a list of action verbs associated with learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
2. New Leadership Alliance for Student Learning and Accountability .
The New Leadership Alliance for Student Learning and Accountability (the Alliance) was established to improve student learning at the undergraduate level and to find educationally valid ways of demonstrating that such improvement is taking place. The Alliance aims to improve student learning through voluntary and cooperative professional efforts to significantly improve assessment of, and accountability for, student learning outcomes. It also aims to convey to the higher education community and the larger public the importance of a quality college education in preparation for work, life, and responsible citizenship.
Link to Full Text | Show Similar Items | Show Associated Keywords
3. RCampus iRubric.
iRubric is a comprehensive rubric development, assessment, and sharing tool. Designed from the ground up, iRubric supports a variety of applications in an easy-to-use package. Best of all, iRubric is free to individual faculty and students. iRubric School-Edition empowers schools with an easy-to-use system for monitoring student learning outcomes and aligning with standards.
Link to Full Text | Show Similar Items | Show Associated Keywords
4. RubiStar.
A free online website tool developed through the Advanced Learning Technologies (ALTEC) project at the University of Kansas Center for Research on Learning helps visitors create rubrics.
Link to Full Text | Show Similar Items | Show Associated Keywords
5. University of West Florida's Center for University Teaching, Learning and Assessment.
On this website, information is available about curriculum mapping with examples. A sample curriculum map is located in the middle of the page.
Link to Full Text | Show Similar Items | Show Associated Keywords
6. Writing your student learning outcomes.
This page offers tips for writing student learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
7. ACT. 2008. New accountability tool helps students find right college.
The article provides information on how the Collegiate Assessment of Academic Proficiency (CAAP)is being used by institutions as one of the preferred learning outcomes assessment instruments for the Voluntary System of Accountability.
Link to Full Text | Show Similar Items | Show Associated Keywords
8. Adelman, C. 2015, February. To Imagine a Verb: The Language and Syntax of Learning Outcomes Statements.
This Occasional Paper, focused on syntax and semantics, provides language-centered principles, guidelines and tools for writing student learning outcome statements. While placing the verb at the center of all student learning outcomes, it distinguishes between active and operational verbs, voting for the latter on the grounds that they are more likely to lead, naturally and logically, to assignments that allow genuine judgment of student performance, and offers, as more constructive cores of student learning outcomes, 20 sets of operational verbs corresponding to cognitive activities in which students engage and faculty seek to elicit.
Link to Full Text | Show Similar Items | Show Associated Keywords
9. Association of American Colleges and Universities. 2002. Greater expectations: A new vision for learning as the nation goes to college.
This article provides an overview of the Greater Expectations Initiative, conducted by AAC&U from 2000-2006 which "articulated the aims and purposes of a twenty-first century liberal education and identified innovative models that improve campus practices and learning for all undergraduate students, and advocated for a comprehensive approach to reform." The results of this project helped to formulate AAC&U's current LEAP initiative.
Link to Full Text | Show Similar Items | Show Associated Keywords
10. Association of American Colleges and Universities. VALUE: Valid Assessment of Learning in Undergraduate Education.
15 Essential Liberal Learning Outcomes are outlined by AAC&U. The rubrics were developed to help create a shared understanding of student learning at colleges and universities across the country.
Link to Full Text | Show Similar Items | Show Associated Keywords
11. Bassis, M. March 2011. In search for a standard of quality.
Since the job of colleges and universities is to develop the talents of its students, quality should be a function, not of how much talent the school had attracted, but how much talent it had developed. Since then, the issue of talent development - of how to promote more and better learning during the college years - has been at the heart of my work as a teacher, scholar and administrator.
Link to Full Text | Show Similar Items | Show Associated Keywords
12. Blaich, C., Keller, C., Philippe, K., Kuh, G., Provezis, S. January 2011. Can you see me now? Taking the pulse of transparency efforts.
Presentation at Association of American Colleges and Universities (AAC&U) Annual Meeting on NILOA web scan studies, the Voluntary System of Accountability (VAR), the Voluntary Framework for Accountability, and lessons learned from the Wabash study.
Link to Full Text | Show Similar Items | Show Associated Keywords
13. Bowling Green State University. Rubrics for the University Learning Outcomes.
BGSU has identified six university-level learning outcomes and developed rubrics for each which are available on its Assessment website. Each rubric is designed using a developmental sequence, from beginner to advanced, in order to assess proficiency in course assignments, work duties, or co-curricular activities
Link to Full Text | Show Similar Items | Show Associated Keywords
14. Bresciani, M. 2006. Outcomes-based academic and co-curricular program review: A compilation of institutional good practices.
This book, intended for faculty, administrators, and staff, explains how sustaintable outcomes-based assessment programs are created and maintained.
Link to Full Text | Show Similar Items | Show Associated Keywords
15. Bresciani, M., Gardner, M, & Hickmott, J. 2010. Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs.
Using case studies as exemplars, this book focuses on the use of assessment in student affairs, highlighting challenges, collaboration strategies across institutions, and considerations for future practice.
Link to Full Text | Show Similar Items | Show Associated Keywords
16. Breslow, L., Lienhard, J., Masi, B., Seering, W., & Ulm, F. 2008. How do we know if students are learning?.
This Massachusetts Institute of Technology faculty newsletter reported the efforts by the Accreditation Board for Engineering and Technology (ABET), departments in the School of Engineering (SoE), and the School’s Director of Education Innovation and Assessment towards assessing their students’ learning outcomes. The newsletter covers the multi-perspective approach that was taken to account for student learning outcomes, including both top-down and bottom–up approaches of assessing student learning. Engineering faculty were also engaged in a process of determining some of the most effective methods for assessing their students learning outcomes, including conducting experiments with the guidance of the school’s Teaching and Learning Laboratory (TTL).
Link to Full Text | Show Similar Items | Show Associated Keywords
17. Chickering, A. & Braskamp, L. A. 2009. Developing a global perspective for personal and social responsibility.
"The authors of this article argue that this essential learning and developmental goal—which we call global perspective—can be enhanced if it is further interpreted within the context of educating students to be citizens of a global society."
Link to Full Text | Show Similar Items | Show Associated Keywords
18. Crawford, C. B., & Gould, L. Jan/Feb2012. Department chair perspective on learning outcomes assessment at Kansas' public universities.
Abstract: The article focuses on the learning outcomes assessments at Kansas' public universities. A survey was made to determine the efficiency of the learning assessment processes. At least 94 percent of respondents stated that they implemented an action on their assessment reports. More than 80 percent have made the assessment plan and about 60 percent have made changes according to the assessment findings. Faculty members are encouraged to progress in their assessment activities.
Link to Full Text | Show Similar Items | Show Associated Keywords
19. DeAngelo, L., Hurtado, S. Pryor, J. H., Kelly, K. R., Santos, J. L., & Korn, W. S. 2009. The American college teacher: National norms for the 2007-2008 HERI faculty survey.
This brief looks at the data collected from the HERI faculty survey data from 2007-2008 and picks out general themes including: goals for undergraduate education, student-centered pedagogy, engaged scholarship, views on diversity, and female professors.
Link to Full Text | Show Similar Items | Show Associated Keywords
20. Debra Humphreys, Heather McCambly, and Judith Ramaley. October 07, 2015. The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions.
This report builds on information and recommendations from AAC&U's DQP Quality Collaboratives project. Authors offer recommendations for more efficient and effective transfer from two-year to four-year institutions in terms of student achievement of learning outcomes expressed in the Degree Qualifications Profile. The report also shares a framework for bridging educators with state and policy makers to ensure educational quality.
Link to Full Text | Show Similar Items | Show Associated Keywords
21. Dwyer, C. A., Millett, C. M. & Payne, D. G. 2006, June. A culture of evidence: Postsecondary assessment and learning outcomes.
To understand the value that a college experience adds to student inputs, three measurements must be addressed: Student input measures (What were student competencies before college?, student output measures (What were student competencies after college?), and a measure of change between inputs and outputs. This paper also briefly reviews principles of fair and valid testing that pertain to the assessments being recommended.
Link to Full Text | Show Similar Items | Show Associated Keywords
22. Elgie, S., Childs, R., Fenton, N.E., Levy, B.A., Lopes, V., Szala-Meneok, K., Wiggers, R.D. 2012. Researching teaching and student outcomes in postsecondary education.
“The guide reflects a growing dedication to assessment and evaluation in teaching and learning, and more broadly to evidence-based practice in all issues related to student success,”
Link to Full Text | Show Similar Items | Show Associated Keywords
23. Ewell, P. T. May/Jun2011. From the states.
Abstract: The article discusses the Lumina Degree Profile (DQP), a first step for U.S. colleges and universities to develop aligned learning outcomes across degree levels. It suggests that the inability to define the meaning of a college credential is the results of the decentralized structure of higher education in the U.S. The article also enumerates that specialized knowledge, broad integrative knowledge, applied learning, intellectual skills and civic learning as five DQP domains.
Link to Full Text | Show Similar Items | Show Associated Keywords
24. Fresno State. Sample rubrics from Fresno State.
CSU-Fresno houses a Rubric Library through its Office of Institutional Effectiveness. Sample rubrics are available for some of its programs as well as university-level learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
25. Gerretson, H., & Golson, E. 2005. Synopsis of the use of course-embedded assessment in a medium sized public university’s general education program.
Gerretson and Golson describe the use of a faculty-driven course-embedded assessment at a medium-size public university. The authors offer an overview on course-embedded assessment, implementing learning outcomes, rubrics, the use of data analysis, and evaluating the effectiveness of the course-embedded approach.
Link to Full Text | Show Similar Items | Show Associated Keywords
26. Gilchrist, D., & Oakleaf, M. April 2012. An essential partner: The librarian’s role in student learning assessment.
Debra Gilchrist and Megan Oakleaf, two leaders in librarianship and assessment, document the ways librarians contribute toward campus efforts of student learning assessment. The paper includes a variety of examples of institutions that have developed student learning assessment processes.
Link to Full Text | Show Similar Items | Show Associated Keywords
27. Harvard Initiative for Learning and Teaching. Concept maps: Are they good for assessment.
This is a PowerPoint that discusses the use of concept maps for assessment purposes. It provides a general understanding of using concept maps in determining student learning and possible outcomes. Included within the PowerPoint are slides about “Why create concept maps?,” “Concept Maps for Assessment,” and “Concept Map activity.” There is also an example rubric in addition to a list of the pros and cons of using concept maps for assessment purposes.
Link to Full Text | Show Similar Items | Show Associated Keywords
28. Jankowski, N., & Provezis, S. November 2011. Making student learning evidence transparent: The state of the art.
Making Student Learning Evidence Transparent: The State of the Art is composed of four sections. The sections cover 1) the impact of national transparency initiatives; 2) the changing landscape of transparency; 3) the display of assessment results and their subsequent use; and 4) a synthesis of the previous three sections.
Link to Full Text | Show Similar Items | Show Associated Keywords
29. King, J. Sep/Oct2011. Beyond the grade: Developing opportunities for course-embedded assessment.
Abstract: The article focuses on the adoption of Pearson LearningStudio by the Texas Christian University (TCU) from Pearson Education Inc. in 2002 as its Learning Management System (LMS). It says that the enhancement of LMS is Learning Outcome Manager (LOM), an analytics reporting and academic assessment application that provide TCU with a web-based repository that manages its Core Curriculum learning statements. It adds LOM makes course-embedded assessment effectively of its programs.
Link to Full Text | Show Similar Items | Show Associated Keywords
30. Kinzie, J. October 2010. Perspectives from campus leaders on the current state of student learning outcomes assessment: NILOA focus group summary 2009-2010.
This paper highlights lessons from four focus group sessions with campus leaders--presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions-- regarding their perspectives on the state of learning assessment practices on their campuses.
Link to Full Text | Show Similar Items | Show Associated Keywords
31. Klein, S., Benjamin, R., & Bolus, R. 2007. The collegiate learning assessment: Facts and fantasies.
This white paper presents a model of what the CLA does and does not measure, an overview of the instruments used with examples of tasks, and how information on how to interpret the value-added results.
Link to Full Text | Show Similar Items | Show Associated Keywords
32. Klemic, G. G., & Lovero, E. Jan/Feb2011. Closing the loop: Assessing SLOs for quantitative and qualitative models in business courses.
Abstract: The article offers information on the assessment of student learning outcomes (SLOs) in the College of Business (COB) at Lewis University in Romeoville, Illinois, as part of COB's assessment plan and the Academic Quality Improvement Program (AQIP) of their regional accreditor. It mentions the development of an assessment device used for the assessment processes. It notes that the assessment project helps the faculty realize to adjust their teaching and courses to improve student learning.
Link to Full Text | Show Similar Items | Show Associated Keywords
33. Kuh, G. June 2010. NILOA: Tracking the status of outcomes assessment in the U.S..
Presentation at Association for Institutional Research (AIR) Targeted Affinity Group Opening Session on NILOA activities, accreditation as a driver of assessment, and findings from the NILOA 2010 Program-Level Survey.
Link to Full Text | Show Similar Items | Show Associated Keywords
34. Kuh, G., & Ikenberry, S. October 2009. More than you think, less than we need: Learning outcomes assessment in American higher education.
The 2009 report from the National Institute of Learning Outcomes Assessment (NILOA) is based on information from more than 1,500 regionally accredited degree-granting institutions in the U.S. The NILOA study, titled “More Than You Think, Less Than We Need: Learning Outcomes Assessment in American Higher Education,” summarizes what colleges and universities are doing to measure student learning.
Link to Full Text | Show Similar Items | Show Associated Keywords
35. Kuh, G., Ewell, P. T., Wellman, J., Kinzie, J. January 2010. Using student learning outcomes for accountability and improvement.
Presentation at Association of American Colleges and Universities (AAC&U) on the cost variables and outputs of assessment and accreditation as a driving force for assessment.
Link to Full Text | Show Similar Items | Show Associated Keywords
36. League for Innovation and Questionmark. 2004. An assessment framework for the community college: Measuring student learning and achievement as a means of demonstrating institutional effectiveness.
This white paper was composed by an advisory team of community college practitioners and assessment experts and provides a framework for assessing student learning. The framework includes: a) assessment vocabulary; b) implementation processes, and 3) methods for data generation and reporting. The goals is to, besides providing this formal structure, to establish a common language so that all the assessment stakeholders could understand each other well when communicating.
Link to Full Text | Show Similar Items | Show Associated Keywords
37. Lingenfelter, P. E. May 2011. It is time to make our academic standards clear.
The seal of the United States of America bears the phrase, E Pluribus Unum, “out of many, one.” In education, however, e pluribus pluribus is a better description of our national character. We insist on “local control” in elementary and secondary education, which David Cohen and Susan Moffitt in The Ordeal of Equality suggest has impeded nearly a half-century of efforts to improve the education of poor children. In higher education “institutional autonomy” is the functional equivalent of “local control.” We resist “standardization” with every fiber of our being, while asserting our commitment to ever higher standards of scholarly achievement.
Link to Full Text | Show Similar Items | Show Associated Keywords
38. Makela, J. P., & Rooney, G. S. June 2012. Learning outcomes assessment step-by-step: Enhancing evidence-based practice in career services.
This newest monograph, "Learning Outcomes Assessment Step-by-Step: Enhancing Evidence-Based Practice in Career Services," by Julia Panke Makela and Gail S. Rooney, examine learning outcomes assessments in career services offices. Examples of practical strategies are offered.
Link to Full Text | Show Similar Items | Show Associated Keywords
39. Maki, P. L. 2004. Assessing for learning, building a sustainable commitment across the institution.
This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has developed and refined through the hundreds of successful workshops she has presented nationally and internationally.
Link to Full Text | Show Similar Items | Show Associated Keywords
40. Mayer, C. Sep/Oct2011. Recommended reading.
Abstract: The article reviews the book "Coming to Terms With Student Outcomes Assessment: Faculty and Administrators' Journeys to Integrating Assessment in Their Work and Institutional Culture," edited by Peggy L. Maki.
Link to Full Text | Show Similar Items | Show Associated Keywords
41. Miller, M. A. July 2008. The Voluntary System of Accountability: Origins and purposes.
This article presents an interview conducted with George Mehaffy and David Shulenberger who are vice presidents of AASCU and NASULGC respectively, which lead the development of the VSA. The article presents background information, what different stakeholder groups want to know about higher education, and discussions on reporting learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
42. Nash, R. and Wild, M. Writing student learning outcomes with the help of Bloom's taxonomy.
This page offers guidance on using Bloom's taxonomy when creating student learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
43. Northern Arizona University. Sample rubrics for liberal skills studies.
Sample rubrics available for its Liberal Studies Skills.
Link to Full Text | Show Similar Items | Show Associated Keywords
44. Ochoa, E. M. April 2012. The state of assessment of learning outcomes.
My sense of assessment of learning outcomes in higher education is framed by what I think is its ultimate purpose and ideal end-state. Ideally, we would have a well-articulated, measurable set of desired educational outcomes associated with all our academic programs. Such measures would exhibit some commonalities in terms of capacities associated with different degree levels, as well as unique aspects by discipline and institutional mission. Student progress toward achieving those capacities would be gauged based on how far and how many of the desired outcomes have been attained using well-established metrics, rather than by seat time or actual hours of work.
Link to Full Text | Show Similar Items | Show Associated Keywords
45. Paretti, M. & Powell, K. 2009. Assessment of writing.
Looking to combine the expertise of institutional researchers and writing faculty, this book offers new ways to engage and assess students as writers.
Link to Full Text | Show Similar Items | Show Associated Keywords
46. Provezis, S. May 2011. A transparency framework: How to make student learning outcomes results accessible to external audiences.
Presentation at Association for Institutional Research (AIR) Annual Forum on Student Learning Assessment Components with examples.
Link to Full Text | Show Similar Items | Show Associated Keywords
47. Provezis, S., Jankowski, N. May 2011. NILOA transparency framework: A tool for transparent communication of assessment information.
Presentation at The Association for the Assessment of Learning in Higher Education (AALHE) on Student Learning Assessment Components with examples.
Link to Full Text | Show Similar Items | Show Associated Keywords
48. Rhodes, T. L. 2010. Assessing outcomes and improving achievement: Tips and tools for using rubrics.
"This publication provides practical advice on the development and effective use of rubrics to evaluate college student achievement at various levels. Also included are the rubrics developed by faculty teams for fifteen liberal learning outcomes through AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project."
Link to Full Text | Show Similar Items | Show Associated Keywords
49. Riordan, T. 2005. Education for the 21st century: Teaching, learning, and assessment.
We may never reach agreement on all of the dimensions of learning that are integral to an undergraduate education, but there is obviously growing consensus on some of those dimensions. In any case, students will learn more effectively when we have made clear at our own institutions and in our programs not just what they will study but how they will be able to act and think as a result of their education. While there is room, indeed a need, in our teaching practice for a wide variety of pedagogies, those that engage students in the active practice of the disciplines are truer to the spirit of the learning we desire for our students. The same goes for assessment of student learning. All teachers evaluate their students; the key is to develop means of evaluation that truly assess the kind of learning discussed here.
Link to Full Text | Show Similar Items | Show Associated Keywords
50. Shavelson, R. J. 2007. Assessing student learning responsibly: From history to an audacious proposal.
This article presents a brief overview on learning outcomes and their connection to the Spelling’s Commission and then presents a brief history of learning outcomes by examining different tests (including GRE, CLA, and MAPP).
Link to Full Text | Show Similar Items | Show Associated Keywords
51. The Outcomes Program. Waubonsee Community College guide for developing rubrics.
WCC provides a guide for developing rubrics.
Link to Full Text | Show Similar Items | Show Associated Keywords
52. University of Hawai'i Manoa. University of Hawai'i Manoa's assessment how-to.
A how-to guide for creating and using rubrics.
Link to Full Text | Show Similar Items | Show Associated Keywords
53. Various. Stephen F. Austin State University Rubric Assessment Resource Page.
Examples of rubrics of both discipline-specific and college-wide outcomes are provided.
Link to Full Text | Show Similar Items | Show Associated Keywords
54. Walvoord, B. E. 2004. Assessment clear and simple: A practical guide for institutions, departments, and general education.
"The first edition of this book became an essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution."
Link to Full Text | Show Similar Items | Show Associated Keywords
55. Wiggins, G. 1998. Educative assessment: Designing assessments to inform and improve student performance .
This book focuses on the use of performance-based assessment and its appropriate use as tool to guide students' performance.
Link to Full Text | Show Similar Items | Show Associated Keywords

Search Again