Making program assessment practices meaningful.
The University of Arizona values student learning and the evaluation of learning outcomes. As part of this commitment, all undergraduate and graduate programs are required to submit an annual assessment report. These reports outline the findings from the assessment of student learning outcomes and detail the actions taken to enhance student learning based on these findings. Demonstrating the full cycle of assessment, from gathering evidence to implementing improvements, is crucial not only for maintaining national accreditation but also for showcasing the University's dedication to continuously enhancing student performance.
The Assessment Team can support programs with their assessment by:
- Providing guidance on creating clear and measurable learning outcomes at a high cognitive level.
- Helping faculty and staff develop direct and indirect measures to create a sustainable assessment plan.
- Training your assessment coordinator or representative in Planning and Self Study for annual assessment reporting.
- Working with programs to develop rubrics or other evaluation tools.
- Collaborating with programs undergoing their 7-yr Academic Program Review (APR).
Learning Outcomes and Assessment Requirements
All undergraduate majors and graduate programs must have a set of Program Learning Outcomes developed by the faculty and clearly articulated to the students. Each outcome must have at least one direct and one indirect measure of student learning. The results and findings are reported on an annual basis, and action plans are developed based on them.
If you are new to assessment or need a refresher, the Academic Program Learning Assessment Guide can assist you in getting started.
Submitting Annual Assessment Reports: Planning & Self-Study
At least one individual within each unit is appointed as the assessment lead, responsible for uploading the annual assessment plan, results, findings, and subsequent actions into the Planning and Self-Study system. Our Assessment Team is available to provide training or refresher sessions to support this process. Additionally, we have created video tutorials that serve as a valuable resource for assessment leads to refer to as needed.
Learn More About Planning & Self-Study
Access Planning and Self-Study
Assessment and Action Plan Worksheet for Student Learning Outcome
U of A Assessment Resources
We believe that program-level assessment is a continuous and thorough self-study process that:
- documents effective educational practices,
- assists faculty and staff in creating, revising, or improving learning opportunities for students
- informs students about their own developmental progress
- facilitates meaningful discussions about your mission and values as a program and
- offers supporting evidence for external reports and accreditation requirements.
In alignment with these beliefs, we have curated the following resources that address many aspects of assessment and the assessment cycle. This list is not exhaustive but rather a starting point for those new to assessment or a point of deeper discovery for those who wish to learn more about the practice of program-level learning outcomes assessment.
The list is organized around the components of the new program learning outcomes rubric, providing insights and best practices from our colleagues at other institutions of higher education through external links that will be reviewed annually. Those new to Assessment at the University of Arizona are encouraged to consult our Assessment Manual.
If you need assistance finding additional information, want to report an error in the list, or add a resource, please email a member of the assessment team: Elaine Marchello at EVM@arizona.edu, or Laurie Sheldon at lsheldon@arizona.edu.
University of Northern Colorado: Program Mission Statement: An In-depth Look
University of Connecticut: How to Write a Program Mission Statement
UT at San Antonio: Examples of Program Mission Statements
What is program assessment
- UC Davis: PLO Assessment Overview – a video that reviews the assessment process and direct, embedded evidence
- Liberty University: What is Program Level Assessment and Why Does it Matter to Me? – PPT slide deck
Distinguishing Assessment from Grading
- Villanova University: Grading vs. Assessment of Learning Outcomes
University of Dayton: Assessment vs. Grading
We recommend listing 3-5 learning outcomes for each program. These outcomes should describe what students will know, value, and be able to do upon graduation. Good outcomes are specific, measurable, and, most importantly, compelling to faculty and students. Remember that the measure of assessment success is whether your unit finds the process meaningful. Therefore, objectives should reflect the goals and values that your faculty have for student learning.
- James Madison University: The ABCD method of writing measurable outcomes
- University of Oregon: Reflection checklist
A framework like Bloom's Taxonomy, which classifies learning objectives by complexity and specificity, is especially helpful for identifying behaviors and crafting high-quality Student Learning Outcomes (SLOs).
- Iowa State University: Bloom’s Taxonomy
A Taxonomy for Learning, Teaching, and Assessing and Revised Bloom’s Taxonomy
The curriculum map is a matrix that visually represents the alignment between program learning outcomes and required courses/experiences. It can document what is taught, reveal gaps in the curriculum, and serve as the basis of an assessment plan. It can be used to:
- Understand the sequence of learning experiences throughout a program
- Facilitate communication among stakeholders, by providing a clear overview of what students are learning and how it aligns with program learning outcomes
- Guide the development of assessments that align with the learning objectives and content covered in the curriculum
Glossary of Education Reform: Summary
National Institute for Learning Outcomes Assessment (NILOA): Toolkit and Examples
University of Massachusetts Amherst: Examples of Matrices and a Build Your Own Template
In the University Center for Assessment, Teaching, and Technology at the University of Arizona, we support using a triangulation approach to assess program learning outcomes. Acknowledging that each assessment method has its strengths and limitations, we recommend identifying patterns in student learning across multiple data sources and assessment measures. This triangulation analysis provides a more comprehensive understanding of the program’s impact on student learning, allowing you to create richer narratives and draw more confident conclusions.
Barnard University: Methods of Measuring Learning Outcomes
This is where you reflect on what changes were made based on the feedback you received from the Assessment team, Elaine and Laurie. Stay focused on the recommendations made.
- What was the recommendation?
- Did we do it? Why or why not?
Suggested reading with library permalink or a link to the article (Note: you will need a UA Netid to access linked material):
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide. San Francisco, CA: Jossey-Bass.
The Student Learning Outcomes Annual Assessment Report summarizes the impact of program learning outcomes assessment across campus and highlights the assessment team's other activities.
Learning Outcomes Assessment Annual Report 2023
Learning Outcomes Assessment Annual Report 2022
Learning Outcomes Assessment Annual Report 2021
Learning Outcomes Assessment Annual Report 2020
Learning Outcomes Assessment Annual Report 2019
Looking for an earlier year? Check the Learning Outcomes Assessment Annual Report Archive.
This newsletter provides timely assessment information and deadlines, best practices, and other assessment-related resources.
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Interested in reading past issues? Assessment Matters Newsletter Archive
General Assessment Resources
For a more in-depth dive into assessment, we recommend the following publications:
- Angelo, T.A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.
- Barkley, E.F. & Major, C.H. (2016). Learning Assessment Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass.
- Huba, M.E. & Freed, J.E. (2000). Learner-Centered Assessment on College Campuses. Needham Heights, MA: Allyn & Bacon.
- Mezeske, R.J. & Mezeske, B.A., Eds. (2007). Beyond Tests and Quizzes: Creative Assessments in the College Classroom. San Francisco: John Wiley.
- Suskie, Linda. (2018). Assessing Student Learning: A Common Sense Guide. San Francisco: Jossey-Bass.
- Walvoord, B.E.F. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass.