Definition of Student Outcomes Assessment
Assessment is defined as the ongoing process of establishing clear, measurable expected outcomes of student learning; systematically gathering, analyze, and interpreting evidence to determine how well student perform­ance matches expectations; and using the resulting information to understand and improve student learning in the program.

Student outcomes are desired ends or objectives. They describe what students are expected to be able to demonstrate after they complete their program. They are distinguished from inputs (such as attributes of students and faculty) and processes (such as curricular offerings, and the experience of living in a dormitory).

Levels of Student Outcomes Assessment
Assessment of student outcomes can take place at three levels:

Course level:  At the course level, assessment examines the degree to which students achieve the objectives for a specific course. Faculty members engage in course assessment by evaluating student performance on assignments, projects, and exams and then fine-tuning their approach in the course to achieve a better outcome.

Program/department level:  At this level, assessment seeks to determine the degree to which learning goals set by the faculty of the program are being met. These goals flow directly from the mission of the program. To accomplish this mission, students need to demonstrate certain learning outcomes: in-depth knowledge in the field of study; general knowledge and competencies (e.g. problem-solving skills, communication skills); and personal/interpersonal skills (e.g. ability to work effectively in a group). Assessment seeks to determine the extent to which students in the program can demonstrate these learning outcomes.

It is often the case that the objectives for individual courses include or overlap with learning outcomes for the overall program (e.g., communication skills). The distinguishing feature of program assessment is that it addresses goals that are accomplished across multiple courses in the curriculum.

Institutional level:  At theinstitutional level, assessment seeks to determine the degree to which broad institutional objectives are being met. For example, how successful is Pratt in creating graduates with aesthetic judgment, professional knowledge, collaborative skills, and technical expertise? (Mission Statement).  How well does it succeed in educating artists and creative professionals to be responsible contributors to society? (Mission Statement).

Adapted from Bridgewater State College Assessment Guidebook; downloaded on 11/23/04 from http://www.bridgew.edu/AssessmentGuidebook/

• Learning outcomes: What students are expected to know, care about, and be able to do after they have completed a program of instruction. Three types of outcomes are usually examined:
  
  • Knowledge in the field of study
  • Cognitive skills and abilities (General Education/Liberal Arts)-- (e.g. critical thinking, esthetic judgment, technical skills, writing skills, information literacy)
  • Attitudes and values that are consistent with the aims of the program (e.g., social responsibility, international perspective, ability to work collaboratively)
    
• Other student outcomes: They can be categorized under the loose heading of 'success'. They may include:
  
  • Retention and timely graduation
  • Achievements of graduates (e.g. employment related to field of study, continuation to higher levels of education)
  • Accomplishments of alumni/ae (in career, community involvement, citizenship, etc.)