This page contains links to resources to aid in assessment of Student Learning Outcomes at the post secondary level.
ASPIRE Archive of ALC & ALPs
ASPIRE 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.
ALCs, ALPs, SLOs (link to ASPIRE webpage)
Curriculum Assessment and Development Workshop
Contact Carolyn Beamer 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 7-year plan for assessment of program-level SLO.
Writing Student Learning Outcomes for Certificate Programs & Stand Alone Minors
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 iwth 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 ASPIRE 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.
Action Words for Bloom’s Taxonomy
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:
Writing and Assessing Student Learning Using Bloom's Taxonomy
- Introduction to Bloom's Taxonomy
- Writing Student Learning Outcomes for Course Syllabi
- Bloom Action Words 2014 - Original, 2006
- Writing Higher Order Multiple Choice Questions, Elluminate Session - Claudia Stanny (02/28/2013). Academic Technology Center, Elluminate Archives
- Strategies for Writing Effective Questions for Objective Exams (pdf)- Claudia Stanny
- All Chairs Workshop on the Assessment of Student Learning - Presentation at All Chairs Meeting, November 16, 2007
- UWF Assessment Tip Sheets
Example of a 7-year Assessment Plan
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 7-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 7-year planning period.
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).
- Template 7-Year Assessment Plan (excel doc)
- Sample 7-year Assessment Plan (pdf)
- Assessment Tip Sheet 23 (pdf)
Curriculum Map Guidelines
- Curriculum Maps Guidelines
- Handouts from Writing Student Learning Outcomes-Certificate Programs Workshop
Assessment Resources in Higher Education
- 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)
Professional Organizations for Assessment
- AALHE, Association for the Assessment of Learning in Higher Education
- Association of American College and Universities Assessment Resources
- AAC&U VALUE Rubrics Download Page
- National Institute for Learning Outcomes Assessment
Policies, Procedures, and Resources
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.
Academic Learning Compacts and Academic Learning Plans (AC-43.01-09.16) (pdf) (Approved September 2016)
8.016 Student Learning Outcomes Assessment
(Approved by Board of Governors, January 19, 2012)
Updated: 09/06/17 gb