An effective, simple assessment program of student learning provides a solid foundation for future program enhancements. Detailed information on creating each of the basic components is provided and you can contact us with any questions.
Need Help?
If you have questions or need assistance creating your assessment program, please contact Elaine Marchello.
Student Learning Outcomes Assessment
Program student learning outcomes (SLOs) are clear, concise statements that describe how students can demonstrate their mastery of program goals (Allen, M., 2008). These statements identify the knowledge, skills, or attitudes that students can demonstrate, represent, or produce upon successfully completing the program.
Learn more about how to develop SLOs.
Curriculum Mapping
Curriculum mapping is a method to align instruction with desired goals and program outcomes. It can also be used to explore what is taught and how.
Learn more about how to develop a curriculum map.
Assessment Plan
Assessment activities or measures should align with learning outcomes and clearly answer the question: How can we check that our students are meeting this learning outcome? Start by defining one direct and one indirect measure for each outcome. You do NOT need a separate assessment for each outcome; some assessments may measure more than one learning outcome.
Learn more about how to develop an assessment plan.
Reporting the Assessment Findings
Assessment findings are meant to improve teaching and learning as well as inform planning and decision making
Learn more about how to report your findings.
Assessment Resource Publications
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.
Learning Assessment in Academic Program Review
Academic Program Review (APR) occurs every seven years. The purpose of APR is to examine, assess, and strengthen programs. For an in-depth understanding of this process, please visit the UArizona APR website.
Student learning outcomes assessment is a critical part of the APR process. All undergraduate and graduate programs are required to report on their program’s learning outcome assessment on an annual basis.
Our assessment specialists will contact units undergoing APR to provide consultations and guidance to address the Student Learning Outcomes Assessment requirements and reporting in the assessment software. They also meet regularly with units to discuss results and the next steps for improvement.
View the Assessment Evaluation Rubric
Learning Outcomes Assessment Cycle
The Assessment Cycle is a means for establishing outcomes and measures and reporting the results and findings. The key to the cycle is the actions, or changes in response to those findings, that allow for program and student learning improvement.
