For each degree program, faculty must identify mechanisms and measures to assess student achievement for each of the learning outcomes promised for the program. For each learning outcome, you need to decide on two measures, one of which must be a "direct" measure. A "direct" measure often takes the form of "capstone" experiences or comprehensive tests towards the end of the degree program. A second measure may be either a "direct" or an "indirect" measure. Indirect measures reveal characteristics associated with learning, such as course grades or student evaluations. The central difference is that "direct" measures specify criteria for papers, in the form of rubrics, or for exams, in the form of blueprints, that are linked to the learning outcomes. These enable the faculty to determine what knowledge and skills students effectively mastered and which were less successfully learned. Indirect measures, such as grades, do not provide information about which learning outcomes students achieved and which they did not master in specific courses or the overall Program. Rubrics and blueprints are discussed in the implementing the Program Assessment Plan.

Direct (Clear and Compelling) Evidence of What Stu­dents Are Learning

• Ratings of student skills by field experience supervi­sors
• Scores and pass rates on appropriate licensure/ certifi­cation exams (e.g., Praxis, NLN) or other pub­lished tests (e.g., Major Field Tests) that assess key learning outcomes
• “Capstone” experiences such as research projects, presentations, theses, dissertations, oral defenses, exhibitions, or performances, scored using a rubric
• Other written work, performances, or presentations, scored using a rubric (C)
• Portfolios of student work (C)
• Scores on locally-designed multiple choice and/or essay tests such as final examinations in key courses, qualifying examinations, and comprehensive exami­nations, accompanied by test “blueprints” describing what the tests assess (C)
• Score gains between entry and exit on published or local tests or writing samples (C)
• Employer ratings of employee skills
• Observations of student behavior (e.g., presentations, group discussions), undertaken and with notes recorded systematically
• Summaries/analyses of electronic discussion threads (C)
• “Think-alouds”  (C)
• Classroom response systems (clickers) (C)
• Knowledge maps (C)
• Feedback from computer simulated tasks (e.g., information on patterns of actions, decisions, branches) (C)
• Student reflections on their values, attitudes and beliefs, if developing those are intended outcomes of the course or program (C)

Indirect Evidence of Student Learning (Signs that Students Are Probably Learning, But Exactly What or How Much They Are Learning is Less Clear)

• Course grades (C)
• Assignment grades, if not accompanied by a rubric or scoring guide (C)
• For four-year programs, admission rates into graduate programs and graduation rates from those programs
• For two-year programs, admission rates into four-year institutions and graduation rates from those institu­tions
• Quality/reputation of graduate and four-year pro­grams into which alumni are accepted
• Placement rates of graduates into appropriate career positions and starting salaries
• Alumni perceptions of their career responsibilities and satisfaction
• Student ratings of their knowledge and skills and reflec­tions on what they have learned in the course or program (C)
• Questions on end-of-course student evaluation forms that ask about the course rather than the instructor (C)
• Student/alumni satisfaction with their learning, col­lected through surveys, exit interviews, or focus groups
• Voluntary gifts from alumni and employers
• Student participation rates in faculty research, publica­tions and conference presentations
• Honors, awards, and scholarships earned by students and alumni

Linda Suskie, Middle States Commission on Higher Education
July 30, 2009