This page contains links to resources to aid in assessment of Student Learning Outcomes at the post secondary level.
Documents on this page use PDF format.
Adobe Reader is available as a free download for reading such pages.
Institutional Effectiveness provides support for accreditation, strategic planning, research, and assessment functions. ALCs and ALPs that were formerly located on the CUTLA site can now be found here, under the "SLO/Assessment" option. From there, just select your college and your desired subject area.
Making Assessment Work - September 14, 2018 Institutional Effectiveness Workshop Resources
Multiple sessions on assessment at UWF and plans to prepare for the Fifth Year Report to SACSCOC. What we need to know about the Fifth Year Report. Building a culture of assessment at UWF: Where we’ve been and where we are now. Moving toward a culture of continuous improvement. Tools for assessment planning and reporting. What you need to LEAD assessment efforts in your department. Tips for successful assessment efforts and next steps.
News from the Front (PDF)
Curriculum Assessment and Development Workshop
Contact Emily Teets in the CCR Office for information about training on the technical aspects of CCR submissions. The CUTLA workshop (Power Point slides posted below as a PDF file) discusses how to write measurable student learning outcomes, differences between undergraduate- and graduate-level SLOs, how to construct and interpret a curriculum map, and how to create a 5-year plan for assessment of program-level SLO.
Guidelines for Curriculum Assessment (9 April 2021)
Recording of the Zoom Workshop from April 9, 2021: Guidelines for Curriculum Assessment
Each undergraduate program, graduate program, certificate program, and stand-alone minor should create a plan to ensure that every program-level student learning outcome is examined through a full multi-year cycle of assessment at least once during the time period covered by a 5-year program review.
A full cycle of assessment includes the following elements.
(1) Collect assessment data based on direct measures (initial observations).
(2) Reflect on findings, document decisions made (to modify assessment process, redesign courses or curriculum, or adopt new teaching and learning strategies).
(3) Implement actions based on these decisions.
(4) Collect follow-up assessment to document the impact of changes implemented or the stability of previous assessment findings.
Steps 1 and 2 are often conducted in the same year.
Assessment plans should be updated yearly to reflect year-by-year modifications. For example, assessment work on an SLO might require more time than expected. Alternatively, unexpected activities might delay the start of a cycle of assessment on an SLO. All modifications should ensure that all SLOs undergo a full assessment cycle within the 5-year planning period.
Disciplinary Crosswalk (PDF)
The following sample assessment plan for a hypothetical program describes full cycles of assessment for a program with 5 SLOs (one in each domain required for an undergraduate or graduate program).
Assessment Tip Sheet 23 (PDF)
Guidelines and sample curriculum maps. Information on how to use curriculum maps as a part of program assessment.
Non-degree Programs include "stand-alone" minors. A stand-alone minor is a minor that can be earned in a program that does not offer an undergraduates degree with a major in that discipline (for example, a student can earn a minor in Military Science students but cannot complete a bachelor's degree with a major in Military Science). Program level student learning outcomes (SLOs) and curriculum maps for stand-alone minors must be posted on the Institutional Effectiveness website.
Students can also earn a minor in a discipline that also offers a major (e.g., History). Because courses used to complete these minors are a subset of courses used to complete a major, the SLOs for the minor must be a subset of the SLOs described on the Academic Learning Compact. Therefore, these minors do not post SLOs for the minor.
Adelman (2015) and Stanny (2016) provide collections of verbs that help writers create learning outcomes that describe measurable skills. The progression of thinking skills described in Bloom’s taxonomy creates a useful framework that can help faculty write student learning outcomes for assignments, courses, and programs that capture the level expertise we expect students to attain when they complete undergraduate courses/programs compared to graduate courses/programs. However, the level of expertise described in an SLO depends on both the level of Bloom’s taxonomy associated with the verb selected and the intellectual demands posed by the disciplinary content described.
A one-page handout based on Table 1 from Stanny, C. J. (2016). Revaluating Bloom’s Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning, Education Sciences, 6 (4), 37. Used under CC-BY. Link to HTML version of article on publisher’s web site.
Bloom Action Words 2014 (PDF) - Original, 2006
Strategies for Writing Effective Questions for Objective Exams (PDF) - Claudia Stanny
Writing Learning Outcomes (PDF) - University of Southern California, Center for Excellence in Teaching
Comprehensive List of Online Assessment Resources in Higher Education - "Internet Resources for Higher Education Outcomes Assessment" (List of over 1,600 assessment-related links, developed by Ephraim Schechter, Internet Resources for Higher Education Outcomes Assessment)
UWF Academic Policies, Procedures, and Guidelines for BOG regulations and reports on Academic Learning Compacts. Resource for faculty who prepare or renew curriculum change requests for academic courses, programs, and certificates.
(Approved September 2016)