Assessment of Student Learning

Assessment of student learning is more than just testing or grading. It is a process of collecting and analyzing evidence of student learning to inform instructional strategies and services and to show if achievement goals are being met. Assessment provides data-based feedback that identifies the strengths and weaknesses in student learning to determine content areas or service activities that need more attention or a change in approach. Assessment evaluates progress and measures the success of teaching methods and the impact of curriculum on student learning outcomes. Overall, assessment provides the evidence needed to document that meaningful learning or support has occurred.

The progress and findings associated with the assessment of student learning are documented and reported at the end of each academic year in non-Academic Department Reports, Academic Department Annual Reports, Academic Program Review, and Faculty Performance Evaluations (FPEs).

Outcomes Assessment

Grand Rapids Community College is committed to assessing outcomes in academic and co-curricular programs. The focus of assessment is on the use of valid direct and indirect measures to collect data and information that is used to drive formative curricular and instructional development for the purpose of improving student learning outcomes and development both inside and outside the classroom.

The selection of an assessment project is based on the data and information needed to best inform program, service, and/or curricular development or improvement. The decisions on outcomes to be measured may be made for a variety of reasons including:

examining evidence of student learning and determining where action is needed to improve student performance
identifying an area of concern
identifying data or information that would lead to a better understanding of student learning
testing a new strategy or process that may be incorporated into the curriculum or service.

Steps in the Assessment of Student Learning Outcomes – CLOs, GELOs, CCLOs, and PLOs

The best instructional assessments are aligned with course learning outcomes and with classroom practices. Those conducting assessments are responsible for identifying or creating measurement instruments that reflect learning appropriate in the courses and programs in which they teach or the services they provide. The steps for setting appropriate criteria for learning quality, systematic gathering and analysis of data, and interpreting evidence to determine how well performance matches expectations and standards are outlined below:

1. Identify the learning outcome(s) to assess. This can be one or more course learning outcome (CLO), general education learning outcome (GELO), co-curricular learning outcome (CCLO), or a program learning outcome (PLO). Academic Departments are encouraged to work collaboratively to ensure that the CLOs, GELOs, and PLOs for courses and programs in their areas are assessed on the cycle they defined in Curriculog.

2. Select the assessment tool(s). The choice of assessment tool depends on the knowledge or content being assessed and the goals of faculty. Assessment tools come in many forms including test/exam questions, essays, projects, portfolios, presentations, performances, and self-assessments.

3. Determine how success will be measured. Rubrics are encouraged for consistent evaluation of student work and to set the criterion of achievement. To improve the reliability and consistency of college-wide data, the following levels of achievement have been defined:

Non-participating- for students who are enrolled at the time the assessment was conducted, but did not complete the assessment
Developing - does not meet the requirements of the criterion
Competent - meets the requirements of the criterion
Proficient - exceeds the requirements of the criterion

4. Conduct the assessment and collect data.

5. Analyze data and draw inferences. Decide whether changes/improvements to the curriculum and/or to teaching strategies are warranted to improve student learning. Collaboration with colleagues and departmental discussion are encouraged

6. If needed, make changes and conduct the assessment again.

7. Report assessment data and any changes that result from this process in the FPE and on the Academic Department Annual Report and to the Institutional Assessment Committee (IAC) using the learning outcomes assessment form. IAC data sharing is optional.

Documents supporting the Assessment of Student Learning

Need help?

If you need help with Assessment of Student Learning, please contact Michael Miller, (616) 234-3543 or Jennifer Batten