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Suggested Assessment Techniques & Methods
Assessment techniques should: (1) Be linked to unit's goals, (2) Generate data
that effects change, (3) Involve multiple methods as outlined below and (4) Be based on
conceptual model of learning, as follows.
C = Possible Cognition Assessment Technique
B = Possible Behavior Assessment Technique
A = Possible Affect Assessment Technique
N/A = Not directly applicable to conceptual framework but can be used as an additional
measure
Stress Direct Measures of Student Learning
 | C/B entrance (pre-) and exit (post-) tests (course-specific and program-specific) |
| C/B placement tests |
| C/B portfolio assessment; |
| C/B capstone experiences (e.g., course, thesis, field project); |
| C/B respected standardized tests and internally/externally-designed comprehensive
(written and oral) exit tests and examinations; |
| C/B senior thesis (multiple reviewers) |
| C/B oral defense of senior thesis or project (multiple reviewers) |
| C/B required oral presentations (multiple raters) |
| C/B national tests and examinations |
| C/B performance on licensure, certification, or professional exams; |
| C essay questions (blind scored by multiple faculty); |
| B/C required papers and research projects (multiple reviewers) |
| B/C internal and external juried review of comprehensive senior projects; |
| B/C externally reviewed exhibits and performances; |
| B/C external evaluation of internship performance. |
Enhance with Indirect Measures of Student Learning
| C/A exit interviews of graduates and focus groups; |
| A surveys of alumni, employers, and students; |
| N/A retention, persistence, graduation, and transfer rates and studies; |
| N/A length of time to degree (years/hours to completion); |
| N/A grade distributions; |
| N/A SAT scores; |
| N/A course enrollments and profiles; |
| N/A job placement data. |
Limited Measures to Evidence Student Learning
| A questionnaires asking students if their personal goals for course, major, or program
have been met; |
| N/A instruments that collect data on indirect facts that can affect student success such
as curriculum review reports or evaluation reports of program submitted by visiting
committees of external peer experts (accreditation reports); |
| N/A faculty publications and recognition; |
| N/A courses selected by majors, grades, GPAs, and FCQs. |
| N/A faculty-student ratio; |
| N/A percentage of students who study abroad; |
| N/A enrollment trends; |
| N/A student diversity. |
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