Assessment of Student Learning
The following documents and links provide resources, both institutional and external, to support academic assessment at Ramapo College. In some instances, a sample website from countless ones available on the internet is linked. In other instances, the page is under constant construction as new resources become available. The Ramapo community is encouraged to submit to CWACassessment resources for consideration.
Programs may assess student learning in a variety of ways to yield meaningful results. However, some assessment methods have surfaced as especially useful ones for assessing student learning at Ramapo College.
Adelman, Cliff, et al. The Degree Qualifications Profile: A New Framework for Defining the Learning and
Quality that College Degrees Should Signify. Indianapolis: Lumina Foundation, 2011.
Lumina Foundation for Education. Web. 31 January 2011.
Allen, Mary J. Assessing Academic Programs in Higher Education. San Francisco: Anker, 2004. Print.
—. Assessing General Education Programs. San Francisco: Anker, 2006. Print.
Association of American Colleges and Universities. Greater Expectations: A New Vision for Learning as a
Nation Goes to College. Washington, DC: AAC&U 2002. Print.
Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment across the Institution. Sterling,
VA: Stylus, 2004. Print.
Middle States Commission on Higher Education. Student Learning Assessment: Options and Resources.
Philadelphia: MSCHE, 2007. Middle States Commission on Higher Education. Web. 23 August 2010.
Putaseri, Thomas. The Assessment CyberGuide for Learning Goals and Outcomes.
American Philological Association. American Philological Association, November 2009. Web.
19 January 2011. <http://www.apa.org/ed/governance/bea/assessment-cyberguide-v2.pdf>.
Verbs for Learning Outcomes. The Adams Center. Abilene Christian University, 24 February 2010. Web. 1 August 2010. <http://www.acu.edu/academics/adamscenter/course_design/syllabus/verbs.html>.
Suski, Linda. Assessing Student Learning: A Common Sense Guide. San Francisco: Anker, 2004. Print.
*Thanks go to Risa Gorelick for contributing some sources to this bibliography.
- FAQ (DOC)
Essential Learning Outcomes
Ramapo College endorses the Essential Learning Outcomes, an outgrowth of AAC&U’s LEAP initiative.
All-College Learning Goals and Outcomes
The all-college goals and outcomes express what every Ramapo College student should know or be able to do upon graduation. All Ramapo goals and outcomes general education, major, minor, and so forth should support the all-college goals and outcomes.
Some colleges and universities post their rubrics or collect other institutions’ rubrics. An excellent example is
Winona State University, which provides an extraordinary list of rubrics. However, the Ramapo community can learn from each other. As your program develops a rubric, submit it to CWAC for posting here.
Reasoning Rubric (ASB) (PDF)
Achievement target: The number, rate, percentage, and so forth that your program would consider an acceptable assessment finding.
Actions: What your program plans to do with your assessment results to improve teaching and learning or to improve your assessment methodology.
Assessment: A form of research designed to answer the question: â€œAre our students learning what we want them to learn? (Middle States Commission on Higher Education, Characteristics of Excellence in Higher Education 63).
Curriculum map: A visual tool showing the alignment between program-level outcomes and program courses.
Direct assessment: An assessment of students’ actual learning, evaluating, for example, projects and performances.
Embedded assessment: An assessment using methods already available in a course, such as a question on an exam, a group project, or a demonstration.
Findings: Your actual assessment results.
Indirect assessment: Typically an assessment of students’ perceptions of their learning, using, for instance, focus groups and surveys.
Learning outcome: A succinct statement of what you would like students to know or be able to do. Sometimes called an objective, an outcome may also refer to an attitude or a disposition. An outcome is measurable.
Learning goal: A statement about student learning that is more general than an outcome.
Measure: The tool that you plan to use to assess your selected outcome.
Rubric: An assessment tool that combines assessment criteria (e.g., correct grammar) with descriptions of different levels of achievement (e.g., meets expectations: a few non-distracting mechanical errors).
Triangulation: More than one piece of evidence comes to the same conclusion about student learning.