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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 CWAC assessment resources for consideration.

Assessment Methods

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.

Applying a Rubric to a Student Product (DOC)

Closing the Loop

The most important part of any assessment process is closing the loop. Since its inception,

Ramapo’s all-college assessment program has promoted loop-closing as vital to the continuous

improvement of teaching and learning. In an effort to enhance our loop-closing strategies,

CWAC and the School Assessment Committees ask all academic programs:

o To indicate if an outcome assessed this year was assessed in the past

o To document if actions planned in response to a past assessment were actually taken

o To compare past with current assessment results

o To consider whether past actions had the desired effect and if any enhancements are warranted

CWAC notes many fine examples of loop-closing strategies in 2015-16 assessment reports.

  • For an example of teling an assessment story, see History.
  • For an example of using resources to enhance assessment, see Music.
  • For an example of taking a multi-year inventory of assessment actions, see Literature.

Adelman, Cliff, et al. The Degree Qualifications Profile: A Learning-Centered Framework for What College Graduates Should Know and Be Able to Do to Earn the Associate, Bachelor’s, or Master’s Degree. Indianapolis: Lumina Foundation, 2014. Lumina Foundation for Education. Web. 22 September 2015.

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.

Suski, Linda. Assessing Student Learning: A Common Sense Guide. San Francisco: Anker, 2004. Print.

Conferences and Workshops

Ramapo's Learning Outcomes

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.

General Education Goals, Outcomes, and Curriculum Map (DOC)

Outcomes for Majors, Minors, and Graduate Programs

Outcomes for the College Honors Program

Outcomes for Information Literacy

Ramapo Rubrics

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.

GECCo: General Education Writing Rubric (PDF)

Library: Information-Literacy Rubric (Excel)

Psychology: Research Paper Rubric (DOC)

Psychology: Psychology Goals Rubric (DOC)

Oral Communication Rubric (DOC)

Oral Presentation Rubric (ASB) (PDF)

Reasoning Rubric (ASB) (PDF)

Rubric for Historical Themes and Events (PDF)

History Rubric: Methodological Skills (PDF)

History Rubric: Historical Argument and Interpretation (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 determine if students have in fact learned what our courses and other learning experiences are designed for them to learn.

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.