Developing a Plan for the Assessment of Student Learning (ASL)
Defining Educational and Programmatic Goals
A program’s instructional goals and Student Learning Outcomes (SLOs) serve as the foundation for assessment planning. While not all aspects of student learning can be directly measured, assessment plans should focus on evaluating whether students demonstrate the most critical learning expectations.
To ensure alignment, programmatic learning outcomes must integrate with those of the school/college and align with institutional learning expectations and the university mission statement.
Aligning Student Learning Outcomes with University Undergraduate Outcomes
Within an ASL Plan, program-level SLOs must connect to university-wide learning outcomes. This alignment ensures a cohesive learning experience across degree levels.
Program-Level Student Learning Outcomes
Programs must define the expected knowledge, skills, and dispositions for students earning degrees at various levels (Certificate, Associate, Bachelor, Master, Doctoral). Each level should have distinct and measurable student learning outcomes.
For guidance on developing measurable SLOs, refer to the university’s assessment resources.
Student Services Learning Outcomes
Student service units must define expected learning outcomes for students engaging with their services, activities, or educational events. Some of these outcomes may align with university-wide, college, and/or program-specific learning outcomes.
Developing a Curricular/Assessment Matrix
Once SLOs are established, programs must create a Curricular/Assessment Matrix that maps learning outcomes to required major courses.
A curriculum map/matrix:
- Identifies where each learning outcome is addressed in the curriculum.
- Helps faculty ensure that key competencies are developed progressively throughout the program.
- Guides assessment planning and data collection efforts.
Designing the Assessment Plan
Assessment strategies should serve three primary purposes:
- Improve: Identify areas for program enhancement.
- Inform: Provide insights for faculty and stakeholders.
- Document: Demonstrate accountability and compliance with accreditation and institutional standards.
Key Steps in Developing an Assessment Plan
- Identify Assessment Methods: Define instruments and techniques for measuring student achievement at critical stages in the program.
- Develop a Data Collection Timeline: Establish when and how data will be gathered.
- Determine Results Dissemination and Use: Outline how findings will be shared and applied for program improvement.
- Implement and Revise as Needed: Execute the assessment plan and make iterative improvements based on findings.
Ongoing Program Improvement
Once approved by the Program and College Academic Planning Councils and the Office of Assessment, departments should implement the assessment plan annually.
As assessment data becomes available, results should be used for programmatic improvements, including revising objectives or assessment methods if necessary. The Office of Assessment supports this process by providing guidance and ensuring assessment remains a valuable tool for curricular dialogue and continuous program enhancement.
By embedding assessment planning within academic departments, faculty take ownership of developing appropriate methods to measure student achievement and program effectiveness, fostering a culture of continuous improvement across campus.