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Assessment “FAQ’s” and Terminology
To assist you in understanding student learning and outcomes assessment, we have provided answers to frequently asked questions and an Assessment Glossary.
Topics
- What is student learning assessment?
- What is the difference between direct and indirect measures of assessment?
- What is the importance of student learning assessment?
- What is the institutional student learning assessment plan?
- What are General Education Core assessments?
- Who at Yavapai College has a role in the assessment of student learning?
- Is there a model for student learning assessment?
- Is an assessment plan required within a program/discipline or a sequence of courses?
- What type of documentation will a division/program produce to demonstrate evidence of student learning assessment?
- What does learning assessment mean in terms of curricular design and syllabus changes?
- What is the Role of assessment in the accreditation process?
- Where do Division Deans submit assessment plans?
- Where can I get help or resources related to student learning assessment?
1. What is student learning assessment?
Yavapai College formally defines student learning assessment as “a systematic process of gathering and interpreting information related to the level of student achievement in relation to specific learning outcomes.” Student learning assessment is also commonly referred to as “learning assessment” or “learning outcomes assessment.”
Assessment of student learning is an ongoing process used by the College to improve student learning. The process involves several steps. The steps are:
- Identify student behaviors (learning outcomes) that provide evidence of student learning within programs and courses;
- Design and implement assessments that measure the specified learning outcomes;
- Analyze results from the selected assessments;
- Use assessment results to improve/refine assessment process, instructional techniques, pedagogy, placement strategies, and faculty development; and
- Report results to internal and external constituents.
2. What is the difference between direct and indirect measures of assessment?
Assessments may be carried out in many different ways, depending upon the depth of information and nature of what is being assessed. Assessment methods are categorized into the two categories of direct assessments and indirect assessments.
Direct assessment methods are actual student work that determines whether students have learned what faculty has expected to be learned. Direct assessment methods include: student portfolios, senior projects, examinations, standardized tests, internships and other field experiences, course assignments, etc.
Indirect assessment methods require that faculty infer actual student abilities, knowledge, and values rather than observe abilities through direct methods. Indirect assessment methods include: student surveys, exit interviews and focus groups, etc.
3. What is the importance of student learning assessment?
A critical reason for student learning assessment is to help answer questions about the core curriculum and the academic achievement of students. Results from student learning assessment also provide data that supports a wide variety of institutional needs. For example, data from student learning assessment can demonstrate program quality, supplement departmental budget requests, assist with fundraising and grant writing, and be used in marketing and student recruitment initiatives. Data from student learning assessment activities also provides responses to questions such as:
- What are the performance levels of Yavapai College students in specific skill areas?
- Are Yavapai College students graduating from different degree programs with the same core knowledge base or does learning vary greatly from student-to-student and/or from program-to-program?
- If learning is varied among Yavapai College students and programs, what are some possible influences upon the learning differences?
Assessment of student learning also provides an opportunity for faculty to be more reflective about teaching and learning. The process provides faculty with valuable information for shaping learning goals and refining content. Used in a systematic way as a feedback mechanism, learning assessment data help faculty make decisions about curricular modifications and instructional choices to better achieve course and departmental objectives and to improve student learning.
4. What is the institutional student learning assessment plan?
Yavapai College has a written plan, entitled Academic Program Review. It describes the framework for the assessment of student learning at Yavapai College. The plan defines the core learning areas, details the roles and responsibilities of faculty and staff, and outlines an implementation timeline for reporting the results of learning assessment activities. The plan, is revised annually to reflect updates and specify changes in assessment processes.
5. What are General Education Core assessments?
General education courses include freshman composition, college level mathematics, courses in the Social and Behavioral Sciences, Arts and Humanities, and Physical and Biological Sciences. The Arizona General Education Curriculum (AGEC) and Yavapai College area lists clearly identify the courses that are acceptable as fulfilling lower division General Education Requirements. Each "area" has specifically stated desirable outcomes.
Courses that are part of the AGEC must assess the Gen Ed outcomes as a minimum, but can have additional outcomes as well. The Gen Ed Core courses are defined in the Yavapai College general catalog, and outcomes are posted on the YC website under General Education.
6. Who at Yavapai College has a role in the assessment of student learning?
Individual faculty assess student learning by assessing learning outcomes in each course they teach. They also assess program outcomes as directed. Division deans oversee assessment as outlined in program assessment plans, submit regular assessment reports and follow up on report recommendations. College administrators monitor assessment of student learning on all district sites. The SLOA committee provides information and guidance to faculty and division deans in the assessment process. The Office of Institutional Research serves the district as the primary source of student, course, and faculty data. In this capacity, Institutional Research supports such campus activities as budgeting, enrollment management, assessment, program review, planning, retention efforts, quality improvement, and student satisfaction survey administration.
7. Is there a model for student learning assessment?
There is no one prescriptive model for an effective student learning assessment process. The list Tools & Resources provides examples specific to Yavapai College of effective models and strategies.
8. Is an assessment plan required within a program/discipline or a sequence of courses?
All programs require assessment. Certain programs require course assessment; however, only one plan is required for an entire program/discipline or sequence of courses. For example, to assess the cumulative learning outcomes for students who have completed composition courses at Yavapai College, faculty may decide to measure the achievement of students completing English 102. Tools and Resources provide additional information.
9. What type of documentation will a division/program produce to demonstrate evidence of student learning assessment?
Each degree program will have a Program Assessment Plan that consists of a mission statement and program outcomes. The plan must demonstrate the alignment of curriculum with program outcomes and the institutional core curriculum (Gen Ed core). After preparation and implementation of the plan, annual reports are expected from each program that review assessment activities, summarize results, and recommend action, if necessary, and follow up on recommendations.
10. What does learning assessment mean in terms of curricular design and syllabus changes?
Learning assessment provides additional sources of information/data for program development and curriculum planning. For example, there will be a need to determine where, within the program of study, a particular outcome is covered and assessed. This may result in revision of course learning outcomes. In addition, there may be instances where faculty will select a common assessment tool(s) across course sections in order to best demonstrate an outcome and improvement in student learning.
There will be no changes necessary if the program curriculum (i.e., the learning objectives) match the specified program outcomes and student learning data show positive performance gains. There is more information on the Curriculum and/or Syllabus Development web pages on the YC Website.
11. What is the Role of assessment in the accreditation process?
The North Central Association of Colleges and Schools (NCA) is the regional accrediting body for Yavapai College requires all accredited institutions to conduct institutional assessment of student learning, but is not the only group that requires assessment. The Higher Learning Commission (HLC), is an independent corporation and one of two Commission members of NCA, one of six regional institutional accreditors in the United States. The Higher Learning Commission accredits, and thereby grants membership in the Commission and in the North Central Association, to degree-granting institutions in the North Central region
12. Where do Division Deans submit assessment plans?
Plans are submitted to the SLOA Committee via the SLOA Administrative Liaison.
Plans are submitted according to the Assessment Guidelines and Forms, which includes a process timeline for submission of Assessment Plans.
13. Where can I get help or resources related to student learning assessment?
A variety of resources are available to provide help with assessment efforts.
For general questions and issues related to learning assessment, you may contact your Division Dean, a SLOA Committee representative, the SLOA Chair, or the District Dean for Outcomes Assessment.
For questions and issues related to Institutional Assessment, you may contact the Office of Academic Affairs/Provost or the District Dean for Outcomes Assessment; or by email to Academic Affairs / Provost; or District Dean for Outcomes Assessment.
For details regarding the institutional plan, division, or college-level assessments, download the plans from the Office of Institutional Research website.
For suggestions on reading materials and resources, you may refer to the Tools & Resources lists provided by the District Dean for Outcomes Assessment.
