“ Assessment refers to gathering evidence: gathering data, transforming data so that they can be interpreted, applying analytical techniques, and analyzing data in terms of alternative hypotheses and explanations
defined as a continuous process used by the University (a) for evaluating the degree to which all University programs and services contribute to the fulfillment of the University’s primary mission ; and (b) for documenting and improving the University’s effectiveness .”
Learning not only involves the acquisition of basic academic skills and the broad-based knowledge of a liberal education but goes beyond these to include inspiring and enabling students to become autonomous learners, critical thinkers , creative problem - solvers , and thoughtful , reflective citizens with a passion for life-long learning.
An assessment where student performances are compared to a larger group . Usually the larger group or "norm group" is a national sample representing a wide and diverse cross-section of students. Students, schools, districts, are compared or rank-ordered in relation to the norm group.
The purpose of a norm-referenced assessment is usually to sort students and not to measure achievement towards some criterion of performance
The " criterion " is the standard of performance established as the passing score for the test. Scores have meaning in terms of what the student knows or can do, rather than how the test-taker compares to a reference or norm group.
...refers to all those activities undertaken by teachers , and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessments become formative when the evidence is actually used to adapt the teaching to meet the needs .
The gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands. When used for improvement, impacts the next cohort of students taking the course or program.
Screening assessment helps classify students as at risk or not at risk for failure and is used to identify students who may need extra or alternative forms of instruction. Used as predictive of future growth and development. The assessment is conducted at the beginning of the school year.
Diagnostic assessment helps teachers plan instruction and determine possible intervention strategies related to the special needs of the student. These assessments are conducted at any time during the school year when more in-depth analysis of a student’s strengths and weaknesses are needed to guide instruction. In other words, diagnostic assessments are administered only to students who are struggling. Teachers can use the information derived from these assessments to improve planning and achievement.
Progress monitoring ensures that students are making adequate progress throughout the year. It is also referred to as “formative evaluation ". Progress monitoring is conducted three times a year, at minimum, or on a routine basis (i.e., weekly, monthly, or quarterly), using comparable and multiple test forms
Outcome assessment helps formulate judgments about the quality of the program. It helps classify students in terms of whether they improved or achieved grade-level performance. Outcome assessment also provides a bottom-line evaluation of the effectiveness of a program/instruction.
: Teaching, learning, outcomes assessment, and improvement may be defined as elements of a feedback loop in which teaching influences learning , and the assessment of learning outcomes is used to improve teaching and learning .
Learning objectives , also called student learning goals or student learning outcomes (SLOS), basically flesh out the program learning goals by outlining observable behaviors that can be measured by the faculty to gauge whether students are mastering goals. These objectives include the specific and measurable skills, aptitudes and values that students should exhibit and will allow faculty to evaluate student achievement of the broader program goals.
“ The student learning goals are specific statements derived from your program learning goals. These student learning goals should focus on what the student will learn and master rather than what will be taught ; they should explain how students will demonstrate this mastery and should identify the depth of processing that faculty expect.”
A student learning outcome is “A statement of what students will be able to do outside the classroom (in context) with what they have learned . The statement should be clear enough to be understood by the stakeholders and significant enough to drive the curriculum.”