Introduction to Assessment in Higher Education

Assessment in higher education plays a critical role in ensuring that educational goals are met and that programs are continually improving. By systematically measuring student learning outcomes and aligning courses with program outcomes, faculty contribute to the overall effectiveness of the institution’s educational mission.

Understanding Different Levels of Outcomes

In higher education assessment, outcomes are categorized into different levels to reflect the complexity and scope of learning:

• Institutional Level Outcomes (ILOs): Broad outcomes that reflect the overall mission and values of the institution.
• Program Level Outcomes (PLOs): Specific statements that articulate the expected learning outcomes for students within a particular academic program (e.g., Biology or English).
• Course Level Outcomes (CLOs): Concrete statements that describe what students should be able to do or demonstrate upon completion of a course.

It can also be helpful to define outcomes for specific segments of the courses and specific assignments.

All levels of outcomes are interconnected, with PLOs serving as foundational statements that guide the development of more specific CLOs.

Writing Effective Student Learning Outcome Statements

Student Learning Outcomes (SLOs) are clear, concise, and measurable statements that specify what students are expected to know, do, or value by the end of a course or program. Characteristics of effective SLOs include:

• Clarity: Clearly articulate the expected knowledge, skills, or values.
• Measurability: Define how achievement will be assessed.
• Alignment: Align with program goals and objectives.
• Actionable Verbs: Use appropriate action verbs that reflect the level of learning (e.g., recognize analyze, evaluate, create).

Example:

• Poor SLO: “Students will understand diversity.”
• Improved SLO: “Students will analyze how cultural perspectives are represented in literature.”