Once a particular learning outcome is identified, the program will determine which assessment method to use.
When choosing an assessment method, it is important to consider which techniques, tools, and instruments are best for determining the extent to which students demonstrate the desired learning objectives.
Types of Assessment Methods
Direct Assessment refers to any method of collecting data that requires students to demonstrate a knowledge, skill, or behavior, normally as part of the regular educational experience of students in select courses.
Examples of direct assessments are: course-embedded questions; standardized exams; portfolio evaluation; videotape/audiotape of performance; capstone course evaluation. Direct assessments can also be conducted through pre-/post-tests of student learning.
Indirect Assessment
Indirect Assessment refers to any method of collecting data that requires reflection on student learning, skills, or behaviors, rather than a demonstration of it. Examples of indirect assessments include surveys asked students about how much they think they learned about something, or what helped them learn best.
Sometimes direct assessments and indirect assessments use the same measurement tools, and this can create some confusion about the nature of the assessment. For example, surveys and questionnaires are usually thought of as indirect assessment methods where we ask the respondents to give us their opinions about certain topics. However, if we prepare the survey for an internship supervisor who has directly observed a student's performance, then it would be a direct measure. Also some outcomes, such as attitudes or opinions, rely on surveys and self-report because it is often the only way we can can capture those outcomes. If the student is reporting "directly" on their attitude through, say a Likert scale measuring their agreement about statements about what they believe, this can be considered a direct assessment as well.
Tools
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Create and Use Rubrics
A rubric is an assessment tool that takes the form of a matrix, which describes levels of achievement in a specific area of performance, understanding, or behavior for a learning outcome.
Faculty often use rubrics for evaluating student work or to provide feedback on specific assignments in their courses. Rubrics are also valuable for program level assessment of student learning outcomes in both academic programs and in co-curricular learning as well. Rubrics can be applied as a way to analyze student learning for any performance, written work (including a reflection), oral presentations, or other demonstrations of student learning. The raters of the student work will consider how well it met the different criteria related to the learning outcome, often on a four-point proficiency scale. When using a rubric, raters ask, "Did the student meet the criteria for acceptable work on the rubric?" rather than "How well did this student do compared to other students?"
Strategies
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Sampling Student Work
What are the advantages of sampling student work?
There are many reasons to sample student work, but there are also things to consider when sampling.