Academic Assessment

Academic Assessment

  • Guidelines for Learning Outcomes

    • Here are a few essential guidelines for creating student learning outcomes:

      • The faculty should answer the question:  "What are the most important things that graduates of this program should know and be able to do?"
      • Identify a manageable number of outcomes (generally less than 10) 
      • Develop outcomes that represent different levels of learning complexity (see Bloom's taxonomy below)
      • Check to make sure the outcomes are appropriate to the level of the degree (Bachelors, Masters, Doctoral), and that outcomes clearly differentiate degrees of different levels in the same discipline.
      • Develop outcomes that are measurable
      • Avoid outcomes that stipulate states of mind or emotional reaction (e.g., love, appreciation, excitement)
  • Bloom's Taxonomy

    • Bloom’s taxonomy of learning goals

      • Knowledge: Recall, identify, recognize
      • Comprehension: Understand, interpret, summarize, explain 
      • Application: Apply, demonstrate, show, use
      • Analysis: Analyze, compare, distinguish, diagram
      • Synthesis: Create, build, compose, organize, modify
      • Evaluation: Judge, critique, discriminate, justify, conclude


      adapted from:

      "Anchoring Assessment in Intellectual Curiosity about Graduate, Professional, and Doctoral Students’ Chronological Learning” - A workshop by Peggy Maki at the University of Denver (2008)

  • Alternative Models

This portfolio last updated: Jun 17, 2016 11:06:52 AM