Assessment of
Student Learning
Created 2000
Revised 2002, 2005, 2010, 2014
Published 2015
Table of Contents
Introduction to Assessment of Student Learning at VCSU
3
Institutional Learning Goals and Outcomes
4
Learning Outcomes Assessment at VCSU
6
University Wide Assessment Framework
7
Academic Program Assessment of Student Learning
11
General Education Assessment of Student Learning
16
Classroom Assessment of Student Learning
20
Student Affairs Assessment of Student Learning
22
History of Ability Assessment
24
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Introduction to Assessment of Student Learning at VCSU
Institutional assessment begins with the mission at Valley City State University:
Valley City State University is a public, regional university offering exceptional
programs in an active, learner-centered community that promotes meaningful
scholarship, ethical service, and the skilled use of technology. As an
important knowledge resource, the University offers programs and outreach
that enrich the quality of life in North Dakota and beyond. Through flexible,
accessible, and innovative baccalaureate and master's programs, VCSU
prepares students to succeed as educators, leaders, and engaged citizens in
an increasingly complex and diverse society (9/2013)
“Assessment is the systematic gathering of information about student learning, using
the time, knowledge, expertise, and resources available, in order to inform decisions
that affect student learning (Walvoord 2010, p. 2).”
In 2014, Valley City State University reviewed expectations for student learning at the
General Education, academic program, student affairs, and institutional levels. As a
result of this review, new goals and outcomes have been adopted at the institutional
and General Education levels. Program Learning Outcomes and measures have been
aligned to these new Institutional Learning Goals and Learning Outcomes.
Valley City State University has established three Institutional Learning Goals that
students are expected to achieve through their courses and activities. They will
achieve these goals through two identified Learning Outcomes for each goal.
Learning Goal: Skills
• Learning Outcome--Intellectual Skills: Students will demonstrate competence
in solving problems, communicating effectively, and showing respect for
diverse perspectives.
• Learning Outcome--Technological Skills: Students will utilize technology to
enhance learning, performance, and productivity.
Learning Goal: Knowledge
• Learning Outcome--Broad Knowledge: Students will demonstrate knowledge
from a variety of academic fields.
• Learning Outcome--Specialized Knowledge: Students will demonstrate
proficiency in the terminology, theories, methods, tools, literature, complex
problems, and application in a specific field of study.
Learning Goal: Application
• Learning Outcome--Civic Engagement: Students will develop civic insight and
informed responses that contribute to ethical service.
• Learning Outcome--Applied Learning: Students will synthesize [integrate]
skills and knowledge to demonstrate proficiency through practice and
experience.
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The American Association for Higher Education (AAHE) Principles of Good Practice for
Assessing Student Learning guide VCSU’s assessment activities. The principles are:
1. The assessment of student learning begins with educational values.
2. Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time.
3. Assessment works best when the programs it seeks to improve have clear,
explicitly stated purposes.
4. Assessment requires attention to outcomes but also and equally to the
experiences that lead to those outcomes.
5. Assessment works best when it is ongoing, not episodic.
6. Assessment fosters wider improvement when representatives from across the
educational community are involved.
7. Assessment makes a difference when it begins with issues of use and illuminates
questions that people really care about.
8. Assessment is most likely to lead to improvement when it is part of a larger set of
conditions that promote change.
9. Through assessment, educators meet responsibilities to students and to the
public.
(American Association for Higher Education, 2010)
The Director of Institutional Research and Assessment, Assessment Committee,
General Education Council, Curriculum Committee, Faculty Senate, faculty,
Student Affairs, and students share responsibility for assessing and improving
student learning at VCSU. This booklet describes the various assessment
processes and activities.
Institutional Learning Goals and Outcomes
The Assessment Committee met in July 2014 to review and propose revisions to
Institutional Learning Outcomes. The committee reviewed the Defining
Commitments (Mission, Vision, University Purposes, and Core Values) and the
Lumina Foundation’s Degree Qualifications Profile (DQP), outlining six Institutional
Learning Outcomes within the broad goals of Knowledge, Skills, and Application.
Academic and student affairs programs reviewed their student learning
expectations to ensure that assessment measures highlighted the learning most
prominent within the programs. Students are required to demonstrate their
learning through the digital portfolio required of seniors prior to graduation.
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The documents and processes resulting from these reviews significantly altered
the shape of Valley City State University learning assessment at the institutional,
General Education, and program levels.
The matrix below, highlights assessment target areas for each of the Learning
Outcomes. Pursuant to the campus-specific technology mission, technological skills
will be assessed in each of the noted program areas. Broad Knowledge and
Intellectual Skills will be targeted in General Education assessment. Specialized
Knowledge and Applied Learning will be a focus of the academic programs. Civic
Engagement will be targeted in Student Affairs program assessment.
Institutional
Learning
Goals
Skills
Institutional Learning Outcomes
Intellectual Skills: Students will
demonstrate competence in
solving problems,
communicating effectively, and
showing respect for diverse
perspectives.
Technological Skills: Students
will utilize technology to
enhance learning, performance,
and productivity.
Broad: Students will
demonstrate knowledge from a
variety of academic fields.
Knowledge
Application
Specialized: Students will
demonstrate proficiency in the
terminology, theories, methods,
tools, literature, complex
problems, and application in a
specific field of study.
General
Education
Learning
Outcomes
Academic
Program
Learning
Outcomes
Student
Affairs
Learning
Outcomes
TARGET
TARGET
TARGET
TARGET
TARGET
TARGET
Civic: Students will develop civic
insight and informed responses
that contribute to ethical
service.
Applied: Students will
synthesize [integrate] skills and
knowledge to demonstrate
TARGET
TARGET
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proficiency through practice and
experience.
Table 1: University Learning Outcome Assessment Matrix
Learning Outcomes Assessment at VCSU
Learning Outcomes assessment occurs in four main areas at VCSU:
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Classroom Assessment of Student Learning
General Education
Program Planning and Review
Student Affairs
The respective staff, faculty, council, or committee review data and evidence to
assess learning and are responsible to make necessary changes to improve
student learning.
The Director of Institutional Research and Assessment, along with the Assessment
Committee, coordinates assessment of academic and non-academic student
learning activities with information from program reviews and Annual Program
Updates (APU’s), portfolios, and surveys to inform the reflection and planning in
each area, leading to the implementation of new teaching strategies, course
revisions, program improvements, and curricular changes. See Figure 1.
This process acknowledges and strengthens the integral relationships between
General Education and major programs and documents the overall effectiveness
of student learning at VCSU.
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Figure 1: Student Learning Assessment
University-Wide Assessment Framework
As the scope of assessment widens, it involves multiple committees, academic
and student affairs programs in a well-planned and organized cycle. Central to this
process is the central collection point or person for the data and the accountability
of committees and academic and non-academic programs for reporting,
disseminating, and publishing the summative results of the assessments.
The Director of Institutional Research and Assessment serves as the central office
for campus assessment. The Assessment Committee advises the Director while
serving as a conduit between the Director and programs. The roles of this office
include: conducting and reporting on student surveys, assisting with the annual
General Education Review, Program Review, and Annual Program Update, and
Student Affairs Annual Report processes. In addition, this office has facilitated in
creating Student Affairs Learning Outcomes; established dashboards for reporting
enrollment, retention, program completion, survey results; and assisting in
accreditation processes.
Aims of University-Wide Assessment:
 Provide a continuous source of essential information for instructional
improvement and assessment of student academic achievement
 Provide information for making institutional decisions about budget, strategic
planning, faculty development, and program changes
 Provide a framework for Learning Outcomes assessment across academic
and non-academic programs
 Provide a well-planned systematic process for data collection
Undergraduate Assessment of Student Learning
Learning Outcome assessment at VCSU is designed to develop an overall
understanding of student achievement. The Learning Outcomes provide a
framework for tracking growth in student learning from initial work in the General
Education courses, the academic and non-academic programs, and the Senior
Portfolio. University-Wide Learning Outcome assessment allows the University to:
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Demonstrate the development of each Learning Outcome during the
undergraduate educational experiences at VCSU
Ensure a consistent and quality educational experience for all students
Assess learning experiences in General Education courses and strengthen
the links between General Education and major
Effectively provide data for Institutional Review and Curriculum Planning
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The University-Wide Assessment Framework Includes:
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Student surveys: Surveys are conducted in the fall for incoming freshmen,
in the spring with upper level general education students, and both fall and
spring with graduating seniors. The formative surveys were implemented
Fall 2009 for the purpose of showing students’ perceived growth.
Portfolios: Every graduating senior must submit a digital portfolio. Portfolios
are based on the program Learning Outcomes within the student’s major
field of study and are evaluated by the faculty in the student’s academic
major. The portfolio review provides programs with information about
student growth in their areas and provides validation of the program’s
Learning Outcomes project assessment.
Program Review: General Education, academic programs, non-academic
programs participate in annual reviews. The Director of Institutional
Research and Assessment helps facilitate these reviews.
University-Wide Assessment consists of information gathered from student
surveys, Senior Portfolios, program assessment, General Education assessment,
and a variety of other sources. The results from these formative and summative
assessment measures are made available to academic units throughout the
institution.
Figure 2: University-Wide Assessment
Figure 2 illustrates that the Director of Institutional Research and Assessment,
Assessment Committee, APAC, and the Executive Team apply the data to the
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strategic planning process and budget decisions. The Curriculum Committee, the
General Education program, and academic programs also use the data for
program improvement and classroom assessment.
University-Wide Assessment is a valuable tool in budget and strategic planning,
course modifications, changes in faculty assignments, curricular decisions, and
faculty development opportunities.
Assessment System Diagram:
The following diagram depicts the Valley City State University Assessment System,
developed in accordance with the description within Walvoord (2010, p. 32).
Data-informed decisions may include faculty revising course projects to improve
student learning. Programs may revise requirements in accordance with discipline
or field standards. Campus leaders may adjust program resources in accordance
with enrollment trends or pursue strategic initiatives to meet stakeholder needs.
Figure 3 below highlights areas addressing three fundamental questions:
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Data: What types of student learning data are available?
Digestion: How is the data collected, analyzed, and disseminated?
Decisions: How does the data inform decisions on policies, planning, and
budgeting?
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Figure 3: Assessment System Diagram (Revised April 2015)
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Principal Indicators for Institutional Assessment:
The individuals and processes noted within this section set forth the framework for
collecting, disseminating, and utilizing student learning assessment data at VCSU.
The Director of Institutional Research and Assessment, Assessment Committee,
General Education Council, academic and non-academic departments/programs,
and Cabinet/Executive Team members all serve to provide a continuous
assessment and feedback loop for improving student learning.
The following instruments are used for assessment at VCSU:
Learning Outcome Assessment
 Student Learning Outcome Survey
 Rubric for Senior Portfolio
 Noel-Levitz Surveys (NSSE, SSI, PSOL)
Academic departments and programs
 Program reviews
 Student Learning Outcomes
 NSSE Student Engagement Survey results by major
VCSU provides resources and support for the assessment process through:
 Director of Institutional Research and Assessment: Assists with gathering
institutional data, the portfolio evaluation process, and program assessment
 Assessment Committee: Advises the Director of Institutional Research and
Assessment while serving as a conduit between the director and programs
 Regular trainings, workshops, and other activities:
 Faculty development resources: Assist individuals and departments working
to develop or improve assessment activities
 VPAA office: Enhances effective decision making and fosters accountability
by integrating the planning and budgeting process with the results of
assessment
 Mini-grants: Support research and evaluation activity by individuals, majors,
or departments
 Data maintenance: Data is summarized and published annually or by term.
Academic Program Assessment of Student Learning
Program assessment activities are used to review and understand teaching (learning)
effectiveness within a program. The VCSU Learning Outcomes framework and
national standards aid in the development and assessment of program goals and
student outcomes. Assessment of these goals and student outcomes feed into the
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overall program review. Program review identifies strengths and challenges, develops
goals for program direction, determines budget and curriculum changes, and other
program revisions. Program revisions are implemented while continuous assessment
of student Learning Outcomes occurs. Figure 4, below, illustrates the cycle of
program review and assessment.
Figure 4: Program Review and Assessment
Aims of the Program Review:
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Assure program effectiveness
Assess Program Learning Outcomes
Provide an overview of the current program
Identify strengths and challenges
Develop short and long term goals for program direction
Determine (provide rational for) budget and curriculum changes
Develop or review program goals to guide program planning
Provide continuous assessment of student learning and outcomes
(methods of implementation and effectiveness of assessment)
Provide evidence of learning and program quality
Learning Outcome Assessment and Program Review
Learning Outcome assessment at the academic program level is designed to develop
an overview of student competencies in the major. The Learning Outcomes provide a
framework for examining and understanding of student learning in the program. With
the VCSU Institutional Learning Outcomes imbedded into the program content,
divisions/departments can document student learning.
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All programs have developed Learning Outcome maps identifying (by project and
course) the program Learning Outcomes in the program of study. Students must
demonstrate the program Learning Outcomes, aligned with Institutional Learning
Outcomes, at an advanced level in their digital portfolios when they graduate.
Programs will then examine program learning outcome proficiencies demonstrated in
the Senior Portfolios to measure their students’ competencies against the University
norm and make decisions about curriculum and student learning in their programs.
Program data collection will measure the effectiveness of these changes.
The Process of Program Planning and Review:
Faculty complete two complementary program review activities. The first, the Annual
Program Update, provides documentation of short term goals, annual assessment
data, and annual budget/curricular decisions. These are due in September of each
year. The second, the formal program review, completed approximately every six
years, provides a comprehensive review of the program, shapes long-term goals and
assesses program viability. The Director of Institutional Research and Assessment
reviews results of both activities through processes outlined below. A summary of
program reviews is submitted annually to the North Dakota University System office.
The Annual Program Update
Faculty identify short-term goals for their programs. In the Fall of each academic year
programs are asked to report on the achievement of these plans, provide
assessment data for their Learning Outcome measures and portfolio review, and
recommendations for the future. Information contained within the annual program
update must accompany budget or curricular requests.
The update must include the following information:
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Annual student information--# in major; # graduates
Success of recent graduates
Learning Outcomes—annual data
Annual portfolio data
Narrative: short term annual goal and progress made/success
Updates on actions identified in program’s strategic plan
Short term goals set for upcoming year
The Director of Institutional Research and Assessment reviews Annual Program
Updates annually with the following rubric, summarizing recommendations for the
VPAA, Assessment Committee, APAC and the Cabinet. The rubric follows in Table 2.
Program Data
Developing—Needs
Attention
Data is collected
without regard for
purpose or selectivity;
Workable
Target
Data has been selected
and collected for specific
purposes; annual data is
Annual data (as identified in
“Workable”) is added to the
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Learning
Outcomes
graphics are hard to
read and trends are
not readily visible.
Learning Outcomes
are identified.
added to the tables, which
are formatted for easy
reading.
Learning Outcomes are
identified, along with
assessment processes for
each. Baseline data is
presented.
Program
Learning
Outcome
Map
Other
Assessment
Map includes
outcome for each
required course in
major
Praxis II scores are
reported
Map identifies specific
project for each required
course in major
Program
Goals—Long
Range
Long range goals are
stated but not
connected to strategic
plan
Short term goals are
missing or are stated
too generally to
document
achievement.
Long range goals are
drawn from strategic plan
Program
Goals—short
term
Reflection
Included little or no
reflection found.
In addition to Praxis II
scores, department has
identified other
assessment processes to
track
Plan identifies several
specific short term goals;
expected results may need
to be defined or processes
may need improvement to
produce measurable
results.
Reflection discusses
annual activity,
incorporating assessment
data, progress on program
goals, and the yearly
achievements of faculty
and students in the
program.
tables and trends are both
noted and discussed.
Learning Outcomes and
their assessment processes
are identified; baseline data
is presented and tied to
action plan (short term
goals)
Should include how the
review and use of the map
caused changes in the
projects.
Program has developed a
set of connected
assessments that
document program
effectiveness and provide
meaningful data to support
curricular and budget
requests.
Progress on long range
goals identified in strategic
plan is documented.
Program faculty identify one
or two actions achievable
during the course of the
academic year. Goals are
stated specifically and
results are observable.
Reflection discusses
accountability from previous
year and should include
changes and the result of
changes on the quality of
the program. Over time this
should be the overview.
Table 2: Annual Program Update Rubric
Formal Program Review
Formal program review generally occurs on a six-year cycle, although some
programs are reviewed more frequently because of the rapidly changing nature of
the field or the demands of accreditation. The VPAA has established the program
review on a six year rotation.
*The State Board of Higher Education does not require program reviews for
stand-alone minor programs, though Annual Program Updates are required. State
Board approved Certificates must complete a program review. Program
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accreditation reports serve as a program review for programs requiring outside
accreditation.
State Board of Higher Education Policy 403.1.2 mandates a formal program review
including the following information/processes:
1. A comprehensive self-study by the program faculty, a discussion of the
evaluation results with the relevant dean or vice-president, a written
statement of the evaluation's findings, and a written action plan describing
follow-up activities. Each succeeding evaluation of a given program shall
address the extent to which the program has successfully dealt with the
concerns of the preceding evaluation;
2. Diverse assessment activities, such as:
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A site visit and review by a qualified consultant from another institution
A review by one or more faculty members from another program within
the institution
An assessment of student learning (for example, pre- and post-tests,
performance on professional or Graduate Record examinations, or other
appropriate methods)
A survey of program alumni to determine their current positions and
opinions of the program
A survey of current students to determine whether the program is
meeting their needs
Review and advice from the program advisory council or other
representatives of the employers of program graduates
The formal program review at VCSU must include the following information:
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Program goals, external standards, and strategic plan
Learning Outcome maps and related assessment data from Annual
Program Updates
Student data and student survey/evaluation results; success of graduates
Additional assessment activities (see a-f, above): each program should
provide three separate assessment activities, with data collected annually.
Assessment of Program Quality—strengths/weaknesses/
opportunities/challenges
Recommendations; new long-term goals
Program Review Process
Table 3 illustrates the Program Review process. Program Reviews must be submitted
no later than June 30 of the year they are due.
Who Reviews
What
When
Purpose
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1.
Program Faculty
Director of IR and
Assessment, VPAA
Entire
Program
Review
No later than
Sept 30
following
completion
Budget information
Quality Review
Program Planning
Strategic Planning
Executive
Team/APAC
3.. Assessment
Committee
4. Curriculum
committee
Summary
October
FYI/ Inform Decisions
Summary
October
Summary
October
Verification of
Assessment Plan
Close Curricular loop
5.
Summary
LastDecember
after
completes
review
2.
NDUS Chancellor
Process assurance/quality
overview
Table 3: Program Review Process
The Director of Institutional Research and Assessment reviews the formal program
review submissions each year and writes an executive summary before meeting with
the VPAA and program leaders to discuss the program review and recommendations.
The executive summary of the program review and recommendations is shared with
the Assessment Committee, Curriculum Committee, APAC, Executive Team, Cabinet,
and is forwarded to the NDUS Chancellor, in accordance with SBHE policy 403.1.2.
General Education and the Assessment of Student Learning
The General Education Council met in June 2014 to review and propose revisions to
assessment in the General Education program, based on the American Association of
Colleges and Universities (AACU) Liberal Education and America’s Promise (LEAP)
Essential Learning Outcomes. As a result of this and subsequent meetings, the
General Education Council outlined ten Learning Outcomes within the three General
Education Learning Goals of Literacies, Values, and Habits.
The General Education curriculum at VCSU is a unique blend of a menu of courses.
Faculty and the General Education Council have been instrumental in refining and
implementing the Learning Outcomes and Goals. General Education Faculty have
identified Learning Outcomes to be developed in their respective courses as well as
specific student projects within the course. Upon completion of the course, these
projects are used to assess the level of competency of identified Learning
Outcome/s.
The General Education Council has oversight responsibilities for the General
Education curricula and works with faculty to review syllabi, assure breadth of
coverage, and affirm commitment to the Learning Outcomes model.
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With continual review, the courses and experiences that make up the General
Education curricula reflect the values of the university culture, a commitment to the
University’s mission, as well as the expectations of its faculty for all students. Table 4
lists the ten Learning Goals and their definition.
General
Education
Learning Goals
Values
Literacies
Habits
General Education
Learning Outcomes
Outcome Statement
Appreciation of the
arts/Aesthetics
The ability to understand, recognize the value in, and be
affected by the products of human endeavor, including the
visual, musical, literary, and performing arts.
Ethics
The conscientious determination of what makes an act
right or wrong, that includes an understanding of the value
system used for that decision, the ramifications, and the
importance of acting in accordance with established
principles.
Diversity
The acknowledgement of and respect for differences.
Communication
The conscious use of structural and presentational skills to
convey an intended message to a specific audience
through verbal, non-verbal and/or written expression.
Creative and
A comprehensive skill set that allows one to reach an
Critical Thinking
informed opinion, conclusion, and/or decision based on
observation, research, imagination, synthesis, and
reflections.
Quantitative
The number sense, mathematical understanding, and
Literacy
problem-solving abilities required for logical and analytical
thinking, and the ability to construct and communicate
viable arguments using numerical evidence.
Technological Skills The ability to research, use, and assess the appropriate
technology to solve a problem, and to understand how
technology impacts individuals and society.
Collaboration
The ability to work responsibly with others to achieve a
common goal and promote group success.
Civic Engagement
Participation in the life of a community in order to improve
conditions for others or to shape the community’s future.
Holistic Health
The well-being of body, mind, and spirit, to enhance the
quality of life for self and others.
Table 4: General Education Learning Goals and Outcomes (Revised February
2015)
Table 5 illustrates the alignment of the General Education Learning Goals and Outcomes with the
Institutional Learning Goals and Outcomes. The Specialized Knowledge ILO and the Application
Institutional Learning Goal (comprising Civic Engagement and Applied Learning) are not aligned at the
General Education level since they are assessed within the programs.
Institutional
Learning Goals
Knowledge:
Institutional
Learning Outcome
Broad Knowledge:
General Education
Learning Goals
Values
General Education
Learning Outcomes
Appreciation of the
Arts/Aesthetics
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Ethics
Diversity
Skills:
Specialized
Knowledge:
Intellectual Skills
Habits
Holistic Health
Literacies
Communication
Creative and Critical
Thinking
Quantitative Literacy
Habits
Collaboration
Civic Engagement
Technological Skills:
Application
Literacies
Technological Skills
Civic Engagement
Applied Learning
Table 5: Institutional and General Education Goals and Outcomes (Revised
April 2015)
Assessment activities help elevate campus awareness and are a valuable
means in fostering curricular change to enhance the General Education
program. These processes provide a means of ensuring that General Education
Learning Outcomes are being met through course curricula.
The Aims of General Education Assessment:
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Promote a learner-centered classroom environment
Assure a quality General Education program that meets student needs
Examine University-wide student progress in each of the General Education
Learning Outcomes
Develop the integration of technology for success
The Learning Outcomes and General Education
General Education courses comprise almost one-third of a student’s VCSU
coursework. These courses provide the distinctive mark of the University’s
culture and values, setting the foundation for a student’s journey into a major
and on to graduation. General Education course syllabi must list a Learning
Outcome project measuring student learning. Each General Education course
must meet at least one of the Learning Outcomes established by the General
Education Council and may address up to three Learning Outcomes.
General Education’s Cycle of Assessment and Revision
The General Education Council is responsible for the program review. This
review, with recommendations for revision, is presented to the General
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Education Program Faculty, the Vice-President for Academic Affairs, and the
Academic Policies and Affairs Committee (APAC), which then discuss and act on
the findings of the program review. Faculty make program decisions, while APAC
provides the VPAA with input for budget decisions and strategic planning.
In Spring 2013, the General Education Council and Director of Institutional
Research and Assessment began conducting annual meetings with General
Education faculty to review courses in their respective areas as recommended
by Walvoord (2010). The meetings are intended to reaffirm General Education
course connections, evaluate projects for strengths and concerns, identify
General Education course changes, and determine actions that the department
desires from the institution in regard to General Education offerings. The
Director of Institutional Research and Assessment provides student projects to
the departments to facilitate department review of their General Education
courses. The Director of institutional Research takes meeting minutes and
returns them to the departments for additional feedback prior to being finalized.
The Director of Institutional Research and Assessment compiles a summary
report of findings for the General Education Council, Assessment Committee,
Curriculum Committee, APAC, and Executive Team.
Assessment data from the annual General Education assessment meetings and
other appropriate measures are collected annually, with discussion, revision,
and subsequent implementation as necessary. Assessment results are
disseminated to the General Education faculty, the General Education Council,
Curriculum Committee, APAC, and Assessment Committee. The process
depicted in Figure 5 below recurs annually.
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Figure 5: Assessment of General Education
Principal Indicators for Assessing Student Learning in General Education:
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General Education syllabus template
General Education project template including project description, and
assessment tool (rubric)
General Education Learning Outcome Map
The General Education Council and Director of Institutional Research and
Assessment facilitate an annual General Education review.
The student’s assessment of his/her progress in the Learning Outcomes
indirectly assesses freshman, sophomores, and seniors.
Other survey instruments providing relevant data include: Noel-Levitz
Student Satisfaction Inventory, Priorities Survey for Online Learners, the
National Survey of Student Engagement, and graduate/employer surveys.
Classroom Assessment of Student Learning
Classroom assessment techniques are brief activities designed to elicit
feedback that shows the instructor how effectively students are learning. This
feedback assists the instructor in improving teaching methods and helps the
instructor target learning so as to build on student strengths and bridge or
complete gaps in student knowledge. Through shared feedback, students can
better understand their learning processes and become more effective,
reflective learners. Classroom assessment may also provide the basis for
classroom research.
The Aims of Classroom Assessment:
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Inform the instructor about student learning
Meet course objectives
Promote learner-centered classroom environment
Encourage reflection in both teaching and learning
Ensure quality education
Evaluate the effectiveness of learning tools and identify ways to improve
their use
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Figure 6: Classroom Assessment
Figure 6 illustrates the cycle of continuous improvement made possible through
classroom assessment of student learning. Classroom Assessment Activities,
along with information the instructor gathers from sources outside the
classroom, including program review, the institution’s learning outcome
assessment, and faculty development resources, provide information for
instructor reflection to improve the learning environment.
Reflection on this information leads to revision and planning, both short term
decisions about a particular class or teaching approach, and long term revisions
of the entire course and its relationship to the program curriculum.
Implementation of the changes leads the instructor back to classroom
assessment activities, to determine the effectiveness of the changes and the
continued effectiveness of student learning in the classroom.
The Learning Outcomes and Classroom Assessment
Every undergraduate course offered at VCSU includes a project in its syllabus
designed to help the student demonstrate one of the six Institutional Learning
Outcomes. These courses and their projects are mapped on program maps, to
assist both students and faculty in understanding how the Learning Outcomes
are developed throughout a student’s four year experience at VCSU. Faculty are
encouraged to develop a rubric and reflective element for these projects to
assist students in understanding and improvement.
Suggestions for Classroom Assessment Activities:
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A reflective journal, or reflective activities: These may tie to the Learning Outcome
Project, or simply allow both faculty and students to monitor comprehension and
growth over the semester.
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Short term “one-minute” lesson responses: These measures can be used to
check comprehension, identify knowledge gaps, and locate student learning
needs. A number of these activities are described in Angelo and Cross’s text,
Classroom Assessment Techniques: A Handbook for College Teachers, (1993).
Three copies of this resource book are available for overnight checkout at the
VCSU Library Reserve desk.
Holistic “how’s the class going” activities (also described in Classroom
Assessment Techniques): Help students and faculty identify effective learning
activities, understand and work with student concerns, and solve human
communication problems which may interfere with active student learning.
Assessment activities should not be linked to accountability: Grades on tests,
quizzes, and projects should not be considered classroom assessment data,
because they focus on the final product rather than the learning that preceded
the activity. For the same reason, the faculty evaluation report, used for tenure
and promotion, should not be used as a tool to assess the effectiveness of
student learning in the classroom.
Student Writing Assessment: Walvoord (2014) provided guidance for programs
and faculty on assessing student writing.
Student Affairs Program Assessment of Student Learning
In 2014, all Student Affairs programs developed Program Learning Outcomes,
aligning with the Institutional Learning Outcomes. These outcomes are as follows:
VCAB
 VCAB Coordinators will coordinate successful campus events.
 VCAB Members will attend meetings, share opinions and assist with event
preparations and participation.
Diversity and Student Success
 Students will facilitate creation of a more inclusive environment through
effective application of concepts related to diversity.
 Students will effectively implement techniques to improve their academic
success at VCSU.
Career Services
 After attending the “career search portion” of the portfolio class, 85% of the
students will feel very/extremely prepared in their ability to conduct a global
job search.
 After attending the “Job Search for Educators,” 80% of the students will feel
very/extremely prepared to conduct an effective job search.
 After participating in an internship experience, 85% of the students will have a
clearer path identified for themselves.
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Counseling Services
 Students will be able to demonstrate familiarity about the availability of
mental health services on VCSU campus.
 VCSU students will gain an increased awareness of diversity concerning GLBT
populations.
Enrollment Services
 Conduct a successful campus tour.
 Complete preparation in order to provide prospective students with a
successful campus tour.
Financial Aid
 Students will understand the differences in federal loans and their
responsibilities regarding repayment.
 Students will demonstrate financial literacy in managing financial aid awards
to prevent loan defaults.
 Students will have an understanding of money management to assist with
college expenses.
 Students will understand credit cards and know the pitfalls to watch for.
Housing
 Resident Assistants that complete RA Training will have a deep understanding
of the skills necessary to carry out the duties of a resident assistant.
 Resident Assistants will successfully work together to create opening week
programs for campus students in order to enhance the first six weeks of the
student experience.
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History of Ability Assessment
Early History: The 1995-96 Assessment Plan updated the 1994 report to NCA and
identified the ways the FIPSE grant (which focused on assessment) was guiding the
University toward an ability-based assessment model. The contacts with Alverno
College and the grants led to the organization of a set of campus forums and
encouraged open discussion of teaching and learning, and their outcomes. These
discussions referred to as Learner-Centered Education (LCE) meetings, set in motion
processes that took the then known, “Foundation Studies Objectives” and
transformed them (though a series of changes) into the currently known and used
Abilities. With the development of the Abilities and their related skills, faculty began
to embrace the concept of assessment in terms of student Learning Outcomes.
One of the most significant developments was the identification of the relationship
between courses in Foundation Studies and the 17 Foundation Studies objectives
(see pages 37-8 in the Focused Visit Report). The 17 Foundation Studies Objectives
were reworded as Abilities, and then ultimately transformed into eight Abilities for the
demonstration of fundamental, content-related competencies. The Abilities, and their
related twenty skills and five levels, were defined and developed in the Abilities,
Skills, and Levels booklet 2000 and revised in 2003 and again in 2006.
The Abilities
Aesthetic Engagement
Collaboration
Communication
Effective Citizenship
Global Awareness
Problem Solving
Wellness
Technology Literacy
The Skills
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Receptivity
Responsiveness
Positive Interdependence
Leadership
Written
Visual
Spoken
Performance
Provides Services to Others
Teaches Others
Facilitates Change
Works with Diversity
Understand System Interrelationships
Research
Creative/Critical Thinking
System Analysis
Self-Management
Self-Worth
Computational and Communication
Technology
General Technology
Table 6: The Eight Abilities and 20 Skills (1998-2014)
General Education: The General Education program (formerly Foundation Studies) is
reviewed by the Curriculum Committee. The transformation of the Foundation
Studies objectives into the eight Abilities in 1995 formed the basis of an ability-based
assessment model. General education courses were assigned Abilities, based as
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closely as possible on the relationship of the course to the original Foundation
Studies objectives.
Faculty committees assigned to each Ability described the expected outcomes and
assigned levels of development within each skill. The faculty reached consensus on
the Abilities and their related skills during the spring of 1999, with the completion
and approval of the Abilities, Skills and Levels booklet. A compilation of this faculty
effort was published in May 2000 and beginning in Fall 2000, all courses in the
general education program include a project tied to the course Ability. Following
several reviews of the Ability projects completed by students, the faculty were again
engaged in the Ability process. Each Ability and skill was reviewed and several skills
were removed while others were redefined. Changes were recorded in the Abilities,
Skills, Levels document and approved by the Faculty Senate in 2004 and 2006.
Also in the summer of 2006, VCSU sent a three member team to the HLC
Assessment Workshop “Making a Difference in Student Learning: Assessment as a
Core Strategy” near Chicago. At this workshop the team planned an implementation
for assessment of the Abilities at the General Education level. The process was
implemented during the 2006-07 academic year. Table 3 indicates the eight Abilities
and the current agreed-upon skills used to demonstrate these Abilities.
The Ability
Assessed
Communication
Spring, 2008
Global Awareness
Fall, 2008
Aesthetic Engagement
Spring, 2009
Problem Solving
Fall, 2009
Technology Literacy
Spring, 2010
Effective Citizenship
Fall, 2010
Wellness
Spring, 2011
Collaboration
Spring, 2011
Table 7: Rotation of General Education Abilities (2008-2011)
The Curriculum Committee later concluded that this four year cycle is too slow in
gathering sufficient data. Beginning in 2011, all eight Abilities are assessed during
the annual Summer Institute.
The Abilities and the Senior Portfolio: The Abilities provide a strong link between the
general education program and the majors. Each division and major has identified
the three to five Abilities significant to high achievement in its area. Students are
expected to demonstrate these particular Abilities in their digital portfolio at
graduation. Interested students began developing digital portfolios in 1997, and
faculty participation was encouraged through Title III funding. At the same time, the
expanded capacity of the network enabled a much richer and diverse commitment to
student and faculty digital portfolios. The commitment of the faculty to this
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assessment measure became visible with the addition of the digital portfolio as a
graduation requirement in the 1998- 2000 Bulletin. The first graduating seniors
affected by this requirement graduated in spring 2002. Faculty began development
of evaluation tools and processes to assure that the digital portfolios demonstrate
that students are meeting the requirements of their major field of study. The
reflective statements required as part of the portfolios have affected the amount of
reflective writing expected by faculty in other assignment. (Corwin, 2004) Portfolios
have continued as the culminating senior experience for all undergraduate students..
University-Wide Abilities Assessment: Since the Abilities provide the framework for
study in both the general education program and the majors, the 2001 Assessment
of Student Learning Plan outlines an institution-wide assessment process of the
Abilities at entry, midpoint, and graduation. Initial data was collected in the summer
of 2001 for one Ability.
 In 2002 Joe Tykwinski, CIO and Dr. Terry Corwin review available portfolio software
for VCSU use. Among those reviewed was a software created by Rose-Hulman
Institute of Technology. None of the available software was a good fit for the
portfolios and VCSU student projects.
 In 2002, a student survey was developed to assess the student’s perception of the
eight Abilities.
 In 2003 Gloria Rogers, the Vice President for Institutional Research, Planning and
Assessment at Rose-Hulman Institute of Technology, was brought in to work with
faculty on rubric writing for the assessment of the Abilities and the Portfolios.
 Also in 2003 assessment rubrics were written for each of the Abilities and a plan to
gather 100 projects from courses at the freshmen through senior level for each
Ability was put in place.
 Gaining access to the projects for assessment purposes proved difficult.
 In 2003-2004 a VCSU technology specialist created software for the purpose of
being able to access student projects. However, the software could not be supported
over the long term because of updates to the VCSU’s network and was never used by
the students.
 Ability Maps were created for each major by the Division in 2001. Maps were
updated in 2004, 2007, and 2010.
 Teams of three faculty began assessing Communication and Global Awareness
projects beginning in summer 2004. The process was continued in 2005 and 2006
assessing two Abilities each year as depicted in the following table:
The Ability
Communication
Global Awareness
Assessed
Summer, 2004
Summer, 2004
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Aesthetic Engagement
Summer, 2005
Problem Solving
Summer, 2005
Technology Literacy
Summer, 2006
Effective Citizenship
Summer, 2006
Wellness
Collaboration
All eight Abilities
Summer 2009
All eight Abilities
Summer 2010
Table 8: University-Wide Rotation of Ability Assessment (2004-2010)
 In 2005 all divisions developed and began to use a 5 point evaluation rubric for
portfolios assessment. Each division gathered and maintained the data from the
portfolio rubrics.
 Beginning in 2005, the North Dakota University System began sponsoring Noel-Levitz
Satisfaction Surveys and the NSSE (National Survey of Student Engagement) to all
campuses on alternate years, providing nationally normed assessment data to VCSU.
 By 2006 two problems immerged with the assessment plans. 1) Access to projects
for the project assessment process 2) VCSU lacked a system to input data, collate
the data, and make it available to campus stake holder.
 In 2007 the School of Education and Graduate Studies worked with VCSU’s
Information Technology Center to create a data system for storing the data needed
for an NCATE visit in 2008.
 In 2009 VCSU began using the same system to store and manipulate the data for
University-wide and General Education assessment.
 Also in 2009 the rubrics for the portfolios were updated based on suggestions by the
divisions on how the results could be used for assessment. In addition to the
National Surveys, three areas of assessment were identified as critical to UniversityWide Assessment. 1) Student survey of Abilities at the freshman, General Education,
and senior level 2) Portfolio assessment by each Division/School at graduation 3)
Project assessment at the General Education and Senior level for all Abilities. The
number of projects assessed was lowered to allow the assessment of all of the
Abilities each summer for both General Education and senior projects.
 In 2009 assessment data for all three assessments were entered into the data
system for the first time.
 In 2010 project assessment rubrics were modified to better accommodate the
assessment of both General Education and senior projects with the same instrument.
 In 2011 Assessment data from the National Assessment surveys and the three
University-Wide Assessments distributed to Division/School.
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 In 2011, the General Education Committee was established to review proposed
General Education program changes, oversee General Education assessment, and
align the General Education program with other campus programs and initiatives.
 In 2011, General Education and Senior projects were assessed for each Ability during
the Summer Institute. These institutes would also be held in 2012 and 2013, before
moving to program-level assessment based upon Walvoord (2010).
 In May 2012, a Director of Institutional Research and Assessment was hired to direct
university assessment efforts.
 Summer Institute sessions were held in May 2012 and May 2013 for faculty review
of General Education projects and Senior portfolio student projects.
 The VCSU 2012-2014 catalog was the first to feature Program Learning Outcomes
for each academic program.
 In Fall 2012, VCSU adopted an assessment text: Assessment Clear and Simple: A
practical guide for Institutions, Departments, and General Education by Barbara E.
Walvoord, (2010). 2nd ed. San Francisco: Jossey Bass.
 A January 2013 message from the Vice President for Academic Affairs noted that
Annual Program Updates and Program Reviews must include a record of discussion
among program faculty regarding the portfolio assessment results as it relates to
program and course outcomes; including a reflection upon the meaning of the
assessment and any recommendations for modification at the program and course
level that are deemed appropriate.
 In Spring 2013, VCSU implemented annual program level assessment of General
Education courses, modeled after the General Education review format in Walvoord
(2010). The General Education Council and Director of Institutional Research and
Assessment facilitated this review.
 Spring 2013 General Education review recommendations included the development
of measurable program outcomes and mapping General Education courses.
 The Vice President for Academic Affairs, Director of Institutional Research and
Assessment, and the Assessment Committee, through the committee members in
each division, conducted a review of course syllabi to ensure compliance with a
checklist of essential guidelines, including course outcomes, course projects, and
appropriate standards, a component that is especially important for fulfilling National
Council for the Accreditation of Teacher Education (NCATE) requirements.
 In Fall 2013, academic programs submitted assessment plans with measurable
program outcomes. The Director of Institutional Research and Assessment reviewed
the plans with a rubric approved by the Assessment Committee. Pursuant to this
review, faculty members received feedback on needed revisions.
 In Fall 2013, after campus discussions and a 2-year myeFolio pilot stemming from
the Fall 2011 Higher Learning Commission report, VCSU adopted myeFolio as an
“enterprise-level University data management and analysis system” to assist in the
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collection and assessment of course projects and senior portfolios (Higher Learning
Commission, 2011, p. 22).
Recommendations from the Spring 2014 General Education review included
exploration of an interdisciplinary General Education ethics course, implementation
of a continuous process for review and approval of General Education courses, and
strengthening General Education as a core program.
The Vice President for Academic Affairs, presented to the April 28, 2014 Assessment
Committee on institution and General Education assessment. She noted that the
General Education Committee would be meeting in Summer 2014 to review and
revise the General Education program in accordance with the American Association
of Colleges and Universities (AACU) Liberal Education and America’s Promise (LEAP)
Essential Learning Outcomes (ELO). The Assessment Committee was also asked to
review the Lumina Foundation’s Degree Qualifications Profile (DQP) as an example to
guide revision of institution wide Learning Outcomes in a Summer 2014 meeting.
The General Education Council met June 4, 2014 to review and propose revisions to
assessment within the General Education program, based on the American
Association of Colleges and Universities (AACU) Liberal Education and America’s
Promise (LEAP) Essential Learning Outcomes. The General Education Committee
outlined eleven Learning Outcomes within the categories of Literacies, Values, Habits
and Breadth of Knowledge. These were later reduced to ten Learning Outcomes.
The Assessment Committee met July 11, 2014 to review and propose revisions to
University Learning Outcomes. The Assessment Committee reviewed the Defining
Commitments (Mission, Vision, University Purposes, and Core Values), outlining six
institution wide Learning Outcomes (Broad Knowledge, Specialized Knowledge,
Intellectual Skills, Technological Skills, Civic Engagement, and Applied Learning)
within three broad goals (Knowledge, Skills, and Application).
The Interim President and the Director of Institutional Research and Assessment met
with the Vice President for Student Affairs and Student Affairs program directors on
July 21, 2014, to facilitate creation of Learning Outcomes for each Student Affairs
unit. The July 11 Assessment Committee draft of Institutional Learning Outcomes
was provided as a guide.
References
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook
for college teachers, 2d. ed, (San Francisco, CA: Jossey-Bass.
American Association for Higher Education (2010). Principles of good practice for
assessing student learning.
(http://www.uni.edu/assessment/documents/aaheprinciples.pdf)
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Corwin, T. (2005). “Electronic Portfolios” Best Technology Practices in Higher
Education, Edited by Les Lloyd Information Today, Inc. 3-15.
Higher Learning Commission. (2011). Assurance section: Report of a comprehensive
evaluation visit.
Walvoord, B. E. (2014). Assessing and improving student writing in college: A guide
for institutions, general education, departments, and classrooms. San
Francisco, CA: Jossey-Bass.
Walvoord, B. E. (2010). Assessment Clear and simple: A practical guide for
Institutions, Departments, and General Education. 2nd ed. San Francisco:
Jossey Bass.
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