Each unit employs various methods and procedures to assess and collect data on student learning. In this section of the plan, units provide information on their specific methods and procedures for the SLO assessments they identify in their Curriculum Maps. In the Academic Assessment Plan, methods and procedures are evaluated on the following criteria.
- Clarity - methods and procedures are clear
- Measurements occur at appropriate times in the program (for example, entry and exit)
- Measurements are appropriate for the SLOs
- Methods and procedures reflect an appropriate balance of direct and indirect methods
- Examples of course/program assessment tools (links to online versions are fine)
Direct and Indirect Assessments: What is the Difference?
Direct assessments of student learning are those that provide for direct examination or observation of student knowledge or skills against measurable performance indicators. Indirect assessments are those that ascertain the opinion or self-report of the extent or value of learning experiences (Rogers, 2011).
Examples of direct assessment include but are not limited to quizzes, tests, inventories, team/group projects, standardized tests, licensure exams, internships, service learning projects, case studies, simulations, and portfolios. Indirect assessments include but are not limited to quantitative data such as enrollments; questionnaires; honors, awards, scholarships; interviews, focus groups; employer satisfaction measures; retention/graduation rates; and job/graduate school placement data (Bosworth, 2011).
The balance of direct and indirect measures should be appropriate for the program. Most programs will have at least 50% of the SLOs measured using direct assessments.