Assessment Documents & Resources

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University of Scranton Learning Outcomes Terminology

ILO: Institutional Learning Outcome: what we want graduates of the The University of Scranton to know, do, and value.

PLO: Program Learning Outcome: what we want students to know, do, or value at the completion of their academic program, general education program, or interaction with an organizational unit. 

SLO: Student Learning Outcome: what we want students to know, do, or value at the completion of the course or other learning experience.

Assessment Resources from the AAC&U

The Association of American Colleges & Universities (AAC&U), an organization committed to the continued quality of undergraduate liberal arts education, has produced a variety of resources to help member institutions explore how to assess liberal learning and general education learning outcomes.

What is a Liberal Arts Education?

LEAP Essential Learning Outcomes

LEAP VALUE Rubrics

High Impact Educational Practices (HIPs)

Assessment Resources from NILOA

NILOA, the National Institute for Learning Outcomes Assessment, offers a wide variety of resources to faculty and others engaged in student learning outcomes assessment. A particular focus for the organization is facilitating the transparency and usability of assessment data and information.  The organization's Transparency Framework is widely adopted in the higher education community as a model for achieving this important assessment goal.

NILOA Transparency Framework

NILOA Occasional Papers on Assessment

NILOA Reports

Other Suggested Readings & Helpful Links

Middle States Commission on Higher Education Standards for Accreditation and Requirements for Affiliation

Suggested Readings on Student Learning Assessment 

American Historical Association (n.d.). AHA tuning project: History discipline core. Retrieved from http://www.historians.org/teaching-and-learning/current-projects/tuning/history-discipline-core

Banta, T. W., & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass.

Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.

The Modern Language Association of America (April, 2014). Report of the ADE Ad Hoc Committee on Assessment [Web document].  Retrieved from http://www.ade.org/reports/adHocAssessment.pdf

Upcraft, M. L. and Schuh, J.H. (2002). Assessment vs. research: why we should care about the difference.  About Campus.

Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education (2 nd ed.). San-Francisco: Jossey-Bass.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. 

Helpful Links: 

https://oldapsa.apsanet.org/content_13022.cfm

http://degreeprofile.org/