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  1. THE COMMONS
  2. For Educators
  3. Research + Assessment
  4. Assessment
  5. Program Level Assessment
  6. Examples of Assessment

Learning Outcomes Assessment

Curriculum-based assessment offers a powerful lever for advancing equity in the major. Also called program learning outcomes assessment, this method of self-study shifts focus away from student performance and onto the effectiveness of our course and program designs. 

Learning outcomes assessment is a form of applied research. It asks and answers a question about student learning. A simple question might ask, “do students achieve outcome 1 in course 20?” A more informative question might ask about student mastery in particular sequences (e.g.. a methods or theory sequence), about participation and success in capstones, service learning, or independent research, or about differences in outcomes across groups (for example, students entering from high school versus transfers or first generation versus continuing generation college students). 

The examples below show how faculty across a variety of disciplines and at a range of institution types have approached their assessment. 

Using empirical article analysis to assess research methods courses.

Bachiochi, P., Everton, W., Evans, M., Fugere, M., Escoto, C., Letterman, M., & Leszczynski, J. (2011). Teaching of Psychology, 38(1), 5-9. https://doi.org/10.1177/0098628310387787

Abstract. Developing students who can apply their knowledge of empirical research is a key outcome of the undergraduate psychology major. This learning outcome was assessed in two research methods courses by having students read and analyze a condensed empirical journal article. At the start and end of the semester, students in multiple sections of an introductory research methods course and students in sections of an advanced methods course answered questions about a condensed journal article in a pre–post approach. Students in the advanced course significantly outperformed students in the introductory course at both administrations, and students in both courses improved significantly from beginning to end of the semester. Results indicate that using journal article analysis can effectively supplement assessment efforts for psychology departments.

The relationship between prerequisite proficiency and student performance in an upper-division computing course.

Valstar, S., Griswold, W. G., & Porter, L. (2019, February). In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 794-800). https://dl.acm.org/doi/pdf/10.1145/3287324.3287419

Abstract. While it is widely believed that taking a class's prerequisites is critical for success, less is known about how proficiency with the prerequisite knowledge from those courses affects performance in later courses. Specifically, it is unclear how well students understand material from prerequisite courses and whether that understanding may impact their outcomes in the subsequent course. Additionally, in subsequent courses, do students strengthen their knowledge from prerequisite courses and, if they do, does that improvement matter for the subsequent course? This study examines the prerequisite knowledge of 208 students in an upper-division data structures class at a large North American research university. Prerequisite proficiency on entry to the course was surprisingly low, with nearly a third of students demonstrating low proficiency and only a quarter high proficiency. Students modestly improved their proficiency during the term, lifting a third of those with low proficiency to at least medium proficiency. Overall, final exam performance was significantly correlated with prerequisite knowledge. For those with low initial proficiency, improvement in proficiency was significantly correlated with performance on the final. These results suggest that more attention needs to be placed on reinforcing prerequisite knowledge for those with low proficiency.

Curriculum assessment: A case study in Sociology

Cappell, C. L., & Kamens, D. H. (2002). Teaching Sociology, 467-494.

Abstract. In this paper, we provide not a "best practices" model of curriculum assessment, but rather a "sociology of assessment" describing how we implemented a less-than-ideal design, under numerous constraints, with mixed results. We describe different assessment designs available for different types of curricula and report results from a quasi-experimental design comparing the level of critical sociological reasoning skills between students near the beginning and those finishing their studies. Those students finishing their program, organized as a loosely-spiraling curriculum with a capstone course, displayed stronger sociological reasoning skills even when controlling for each student's overall GPA. An analysis of course syllabi revealed an academic environment with variable standards inconsistently associated with course level. Several recommendations are offered for the "real world" implementation of sociology curriculum assessment. We think the multi-dimensional diversity within sociology presents the greatest obstacle to both designing and assessing sociology cur-articular.

The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development.

Allan, E. G., & Driscoll, D. L. (2014). Assessing Writing, 21, 37-55. https://doi.org/10.1016/j.asw.2014.03.001

Abstract. This article presents a model of reflective writing used to assess a U.S. general education first-year writing course. We argue that integrating reflection into existing assignments has three potential benefits: enhancing assessment of learning outcomes, fostering student learning, and engaging faculty in professional development. We describe how our research-based assessment process and findings yielded insights into students’ writing processes, promoted metacognition and transfer of learning, and revealed a variety of professional development needs. We conclude with a description of our three-fold model of reflection and suggest how others can adapt our approach.

More Resources

from the National Institute for Learning Outcomes Assessment