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Standard 14: Assessment of Student Learning
Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.
Fundamental Elements of Assessment of Student Learning
An accredited institution is expected to possess or demonstrate the following
attributes or activities.
- clearly articulated statements of expected student learning outcomes (see Standard 11: Educational Offerings), at all levels (institution, degree/program, course) and for all programs that aim to foster student learning and development, that are:
- appropriately integrated with one another;
- consonant with the institution’s mission; and
- consonant with the standards of higher education and of the relevant disciplines;
- a documented, organized, and sustained assessment process to evaluate and improve student learning that meets the following criteria:
- systematic, sustained, and thorough use of multiple qualitative and/or quantitative measures that:
- maximize the use of existing data and information;
- clearly and purposefully relate to the goals they are assessing;
- are of sufficient quality that results can be used with confidence to inform decisions; and
- include direct evidence of student learning;
- support and collaboration of faculty and administration;
- clear, realistic guidelines and timetable, supported by appropriate investment of institutional resources;
- sufficient simplicity, practicality, detail, and ownership to be sustainable; and
- periodic evaluation of the effectiveness and comprehensiveness of the institution’s student learning assessment processes;
- assessment results that provide sufficient, convincing evidence that students are achieving key institutional and program learning outcomes;
- evidence that student learning assessment information is shared and discussed with appropriate constituents and is used to improve teaching and learning; and
- documented use of student learning assessment information as part of institutional assessment.
Institutions and evaluators must consider the totality that is created by the fundamental elements and any other relevant institutional information or analysis. Fundamental elements and contextual statements should not be applied separately as checklists. Where an institution does not possess or demonstrate evidence of a particular Fundamental Element, the institution may demonstrate through alternative information and analysis that it meets the standard.