Measures and Criteria Instructions
This section describes the measures that will be used to
determine the extent to which a learning outcome is achieved, and defines the
level of performance that must be met in order for the learning outcome to be
considered achieved.
This section should include:
- Measures
Measures are used to evaluate student learning,
and can be direct or indirect, quantitative, or qualitative.
Include a description of each measure that will
be used to assess achievement of a learning outcome.
Examples of direct and indirect measures:
Direct Measures |
Indirect Measures |
Specific
course assignments |
Surveys (student satisfaction,
employer, alumni, exit, etc.) |
Oral presentations |
Interviews |
Embedded test items
|
Focus groups
|
Capstone projects
|
Case Studies
|
Portfolios
|
Pre/Post testing
|
Research projects or papers
|
Manuscript submissions |
Comprehensive exams
|
Thesis/dissertation
|
Licensure/Certification exams
|
National/standardized exams |
Avoid the temptation…course grades are
poor measures of learning outcomes. Course
grades do
not reflect the students’ strengths and weaknesses in specific areas. For instance, all students may have received
an A in a course, but none may be able to write a statistical null
hypothesis. Furthermore, many
factors contribute to course grades that are unrelated to student learning
outcomes, such as class participation, attendance, and various
instructor-specific grading policies (e.g. grading on the curve, different
cut-off points).
Guidelines:
- Each program must use multiple measures, one of
which must be a direct measure.
- Use at least 1 measure per learning outcome.
- Multiple measures are desirable for triangulation of results.
- Quality of assessment measures is more important than using numerous measures that are
not very meaningful.
- To inform improvement efforts, select measures
that will identify relative strengths and weaknesses among students’
(aggregate) achievement of the learning outcome. For example, by using oral presentations as a
measure of students’ communication skills, faculty may learn that collectively,
students’ skills are weaker in the areas of delivery and organization, and
stronger in content and adaptation to audience. It would be much more difficult to identifying such strengths and
weaknesses when using classroom discussion as a measure.
- Consider using rubrics to score subjective
assessments. Rubrics provide those doing the assessment with detailed
descriptions of what is being learned and what is not, students’ collective
strengths and their weaknesses.
-
A given measure may be able to assess multiple
learning outcomes. For instance, a
thesis defense could assess students’ ability to demonstrate an understanding
of content knowledge and to demonstrate oral communication skills. If using a single measure (e.g. thesis
defense) to assess multiple learning outcomes, it is best to use a rubric that
will allow these knowledge areas/skills to be evaluated independently.
- Criteria
Acceptable levels of performance need to be
established for aggregate performance for each measure (not for individual
student performance, but for students as a group). Examples: 80% pass with a score of 8 or higher on a
10-point rubric, 85% satisfied or very satisfied.
Guidelines:
- Programs must have an assessment criterion for
each assessment measure.
- Set the criteria so that it is ambitious, but
attainable. It is okay if all criteria
are not met; the point of assessment is to grow and improve the program.
Examples:
Criterion for a national exam:
The average thermodynamics score
of all of our students who take the National Fundamentals of Engineering
(FE) examination, administered twice every year, will
equal or exceed the national average for the thermodynamics section.
Criterion for an employer survey:
Based on an employer survey, which is administered once every three years, at least 75%
of the employers will be satisfied with the ethical conduct and the
knowledge of ethical standards of our students.
Criterion for a course evaluation:
At least 90% of our students who
complete the GEOG 432 course evaluation will report that the course was “beneficial”
or “very beneficial” in enhancing understanding of self and others and the
ability to work with others.
Criterion for a comprehensive exam:
At least 90% of students should
earn a 3 or better (on a 5-point scale) on each ofthe following dimensions of
the comprehensive exam: basic knowledge of general linguistics; basic knowledge
of phonology; basic knowledge of syntax; ability to apply knowledge to a given
problem.
Rubrics
Rubrics are helpful in assessing qualitative student
work. A rubric is a guide that describes
the criteria that will be used to score or grade an assignment. A rubric
identifies the traits that are important and describes the levels of
performance (e.g., unacceptable to excellent) within each of the traits.
Rubrics can:
- assist faculty in determining which (student)
skills/knowledge areas are well-developed and which skills/knowledge areas require
improvement. That is, rubrics help communicate students’ strengths and
weaknesses.
- reduce bias and improve consistency in scoring.
- clarify for students the expectations for an
assignment.
Examples:
Rubistar:
Rubistar is a free tool intended to help faculty design rubrics.
Rubistar allows users to create new rubrics based on templates. After users select a general content area
(e.g., research, writing, oral projects) and choose rating dimensions, Rubistar
generates descriptions for levels of performance. Users can add or modify the rubric text as
desired. Rubrics can be downloaded,
saved, and printed. http://rubistar.4teachers.org