|Accountability||Being responsible to stakeholders--such as students and their families, legislators, and accreditors--on the organizationâ€™s performance in meeting its goals and commitments.||Being able, either graphically or in narrative, to indicate all studentsâ€™ progress toward program outcomes.||Responsibility|
|Utilizing continuous improvement activities to ensure student success.|
|Assessment||A process of collecting and reporting data to determine how well students are achieving intended learning outcomes and to inform changes in courses or programs to improve student (learning) success. At the course and program levels, assessment indicates how well each component meets its goals or outcomes.||
|Criterion-based Assessment||The process of evaluating the learning of students against a set of pre-specified criteria.||
||Outcome based assessment|
|Curriculum Map||A chart that shows where and how in the curriculum program outcomes are addressed, to ensure completeness and avoid excessive overlap.||
See also Pedagogical Hierarchy
|Direct Measure||Demonstration of students' knowledge, skills, and/or behaviors.||
|Bloom's Taxonomy or Educational Taxonomy of Educational Objectives||The original modeldeveloped by Benjamin Bloom that established six different levels of learning:
||See also Revised Taxonomy||Levels of learning|
Feedback (not necessarily a grade) generally qualitative provided to students about the status of their knowledge, skills, and/or behaviors.Â Formative assessment occurs prior to the end of the lesson or course and serves to report progress and to assist in forming a plan for attainment of the objective(s) or goal(s).
The key is tying each to objectives or outcomes and using the data to determine level of student learning of that objective/outcome.
|Goal||Broad statement of desired results--achievement of which is usually accomplished after graduation.||
||Reference specialized accreditors, such as ABET or TEAC|
Reports on performances that reveal perceptions
Perceptions, beliefs, or opinions of students' knowledge, skills, and/or behaviors.
|Learning Activities, Learner Centered||Specific, planned activities that center on the learner being actively and wholly involved in the planning, creation, execution, and/or evaluation of the activity.Â The Instructor typically observes, facilitates, advises, and assesses the activity.||
|Learning Activities, Instructor Centered||Specific, planned activities that center on the Instructor being actively and wholly involved in the planning, creation, execution, evaluation, and final assessment of the activity.Â The student is typically a somewhat passive observer.||
|Learning Outcomes||Statements of how and what knowledge, skills, and behaviors students are expected to demonstrate at the module, course, or program level.||Module Learners will present the findings of their research utilizing appropriate presentation
Course Students will produce a marketing plan that meets specified criteria and incorporates all major components.
Program Graduates will produce a schematic that illustrates all HVACR requirements for a new commercial building.
|Ability-Based Outcomes||A focus on the skills needed to perform a certain task rather than the knowledge of the task||
|Norm-referenced assessment||The process of evaluating and ranking students' knowledge, skills, and behaviors relative to that of their peers.||
|Objectives||A specific, measurable step to achieve a goal or outcome.||Students will be able to successfully calculate the energy needed to yield a chemical reaction.||
A pre-planned collection of work over a course, internship, or program that is the basis of evaluation.
Includes student's reflection on each exhibit, how they learned, what they learned, how they will use it, how it relates to outcomes.
|Capstone portfolio for program or course||Journal and attachments|
|Pre- and post-assessment||The use of the same or similar instrument at different times in a module, course, or program to measure change in students' knowledge, skills, and/or behaviors.||Oral quiz Written quiz KWL chart (Know, Want to Know, Learned)||Pre- and post-testing|
|Rubric||A set of criteria or a scale developed to evaluate students' knowledge, skills, and/or behaviors.||See Rubric Example||
|SMART||Acronym for characteristics of good goals, outcomes, and/or objectives Specific, Measurable, Action-oriented, Realistic, Time-Based|
|Standardized Instrument||A test that allows scores to be compared across populations and over time.Â These instruments are often externally developed and either norm or criterion-referenced.||
|Summative Assessment||Feedback that is given to students that typically is in the form of a grade or other evaluative measure of their knowledge, skills, and/or behaviors. Summative Assessment occurs at the completion of the assignment, project, or course.||
Revised Educational Taxonomy
Measures students learning on two dimensions: Knowledge and Cognitive Process
|The Knowledge Dimension||The Cognitive Process Dimension|
|1. Remember||2. Understand||3. Apply||4. Analyze||5. Evaluate||6. Create|
Adapted from Anderson, L. W. & Krathwohl, D. R. (eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. Boston: Allyn & Bacon
Introduced, R = Reinforced, A = Assessed
|PROGRAM OUTCOMES||Course A||Course B||Course C|
|Attendance / Promptness||Student is always prompt and regularly attends classes.||Student is late to class once every two weeks and regularly attends classes.||Student is late to class more than once every two weeks and regularly attends classes.||Student is late to class more than once a week and/or has poor attendance of classes.||____|
|Level Of Engagement In Class||Student proactively contributes to class by offering ideas and asking questions more than once per class.||Student proactively contributes to class by offering ideas and asking questions once per class.||Student rarely contributes to class by offering ideas and asking questions.||Student never contributes to class by offering ideas and asking questions.||____|
|Listening Skills||Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others.||Student listens when others talk, both in groups and in class.||Student does not listen when others talk, both in groups and in class.||Student often interrupts when others speak.||____|
|Behavior||Student almost never displays disruptive behavior during class.||Student rarely displays disruptive behavior during class.||Student occasionally displays disruptive behavior during class.||Student almost always displays disruptive behavior during class.||____|
|Preparation||Student is almost always prepared for class with assignments and required class materials.||Student is usually prepared for class with assignments and required class materials.||Student is rarely prepared for class with assignments and required class materials.||Student is almost never prepared for class with assignments and required class materials.||____|