Assessment Resources & Tools

The following assessment resources and tools are categorized into topics.

• Developing Student Learning Outcomes
• Measuring Student Learning
• Improving through Assessment
• Reporting Assessment at CSUDH
• Other Resources
• Getting Help

Developing Student Learning Outcomes

Student Learning Outcomes (SLOs), describe what students should know, be able to do, and/or value by the end of a specific educational experience (course, program, etc.). SLOs commonly are focused on 3 dimensions of learning:

• Knowledge: fundamental cognitive content, core concepts or questions, basic principles of inquiry, a broad history, and/or varied disciplinary techniques.
• Skills: capacity for applying basic knowledge, analyzing and synthesizing information, assessing the value of information, communicating effectively, and collaborating.
• Attitudes & values: affective states, personal/professional/social values, and ethical principles.

Characteristics of great Program SLOs

• Aligned with appropriate institutional learning outcomes and course specific learning outcomes
• Specific, clear, and concise
• Demonstrable and measurable
• Discrete (i.e. no “double-barrel” verb statements)
• Realistic and manageable
• Use active verbs [PDF] from Cornell Center for Teaching, Learning, and Assessment

Additional SLO Resources

• You can find examples of Program Learning Outcomes throughout the University Catalog.
• WASC Rubric for Assessing Program Learning Outcomes [PDF]

Measuring Student Learning

Additional Supporting Information on Measuring Student Learning Outcomes

• How to Develop and Use Rubrics [MS PowerPoint]
• Degree Qualifications Profile Assignment Library
• WASC Rubric for Assessing the Use of Capstone Experiences [PDF]
• WASC Rubric for Assessing the Use of Portfolios [PDF]

Improving through Assessment

Here are some common types and examples of changes that assessment results lead to (adapted from Allen 2011 and CSU Fullerton Assessment and Educational Effectiveness):

Additional Assessment Resource

National Institute of Learning Outcomes Assessment (NILOA) section under Publications for Reports and Occasional Papers offers additional assessment resources.

Reporting Assessment at CSUDH

Student Learning Outcome Assessment Reports are submitted annually through an online assessment system, Campus Labs Planning, using your CSUDH single-sign on credentials. If you need access to Campus Labs please contact the Director of Assessment. The Campus Labs Department Chair/Coordinator User Guide can be found in the announcements section immediately after logging into the platform.

Campus Labs login is available at: https://csudh.campuslabs.com/planning/

Additional Resources

• Student Learning Outcomes at CSUDH [MS PowerPoint]
• CSUDH WSCUC Accreditation

Other Resources

Suggested Sequence for Assessment of High-Impact Practices

1. Establish Learning Outcomes

• Learning outcomes are the knowledge, skills, or values you expect your students to achieve 
• You can use your existing course-level learning outcomes, your program’s learning outcomes, or write new learning outcomes specific to your HIP

2. Choose Assessment Measures

• Choose direct or indirect measures “Embedded” assessments that serve double-duty as assessments and graded work might be the most efficient

3. Data Collection

• If possible, collect baseline data from a comparison or control course or section (perhaps a different section of the same course)
• Gather information about the background of your students (e.g., prior knowledge and GPA) Collect data from the HIP course and analyze it

4. Two Models for Framing

• The Assessment I-E-O model (Astin)
  • I = inputs (for example, students’ prior level of understanding)
  • E = environment (i.e., your HIP intervention)
  • O = outputs (for example, achievement of learning outcomes

• The main question is: Did the HIP intervention facilitate the achievement of learning outcomes given the students’ backgrounds?

• PAR stands for Predictive Analytics Reporting

• Know your students’ locations in the Academic Cycle (e.g., know about grade levels, # of units completed, major courses completed)

• Gather information about “predictors” of success, including learner characteristics (e.g., GPA), learner behaviors (e.g., attendance), instructor behaviors, the HIP intervention, and others

• The main question is: How did the HIP intervention contribute to the progression of the student in the Academic Cycle, given the various predictors?

5. Submit Outcome Data To Program Heads In Fall

• Program assessment reports are due to the University every fall.
• It will be helpful to your program head to have access to your data and to your conclusions.
• Link your HIP learning outcomes to program learning outcomes

Getting Help