Assessment Resources

Assessment Guidance from OTEAR

At OTEAR, we support faculty and staff in enhancing teaching through effective evaluation methods and assessment strategies. Here you will find a variety of resources, tools, and best practices to help you design, implement, and improve assessment methods. If you have questions and would like to speak with a member of the OTEAR staff, please email us at otear@rutgers.edu.

Overview of Assessment

Assessment is an important process that is designed to enhance the student learning experience and evaluate the success of different instructional approaches. Through methodical data collection and analysis, we can measure students’ academic readiness, learning outcomes, and skill acquisition. This process helps us refine teaching methods and ensures that our courses and programs remain rigorous and aligned with industry standards.

Comprehensive assessment practices help instructors and departments identify areas where students may be underperforming. By pinpointing gaps in student learning, targeted frameworks can be introduced to strengthen instructional methods and improve overall student performance. After these strategies are implemented, the course or program is reassessed to measure the change in the originally identified areas. This process is referred to as “closing the loop” (Barkley & Major, 2016). By using an iterative, data-driven approach to assessment, instructors and departments can track whether their instructional approaches are delivering the intended learning outcomes of the course or program. This process creates a learning environment that is responsive to student’s needs and a curriculum that aligns with the university’s mission.

Furthermore, assessment plays a crucial role in overall program evaluation and institutional effectiveness. It enables departments and universities to demonstrate how well they are meeting established learning goals and preparing students for advanced studies or professional careers. This data is also essential for demonstrating program quality to accrediting bodies, potential students, and other stakeholders. University Academic Affairs leads the framework for continuous improvement and academic program review.

Key Steps of the Assessment Cycle

The important first step in the assessment cycle is defining the student learning outcomes . Learning goals are what students will be able to know and do at the end, or the attitudes, beliefs, or skills they acquired. Establish clear, measurable learning goals that align with your course or program. These goals serve as a foundation for the assessment process, with all subsequent steps focused on evaluating student learning of those outcomes.

Consider creating goals that are S.M.A.R.T.

Specific: outline clear and detailed expectations for the goal.
Measurable: there is a measurable result to track progress.
Achievable: the goal is realistic and attainable for students.
Relevant: the goal aligns with the course subject and level.
Time-bound: choose a clear timeframe and deadline to complete the goal.

(Adapted from Doran, 1981)

Select an appropriate assessment method that accurately measures the defined learning outcome. There are two different types of assessment: direct and indirect assessment. Direct assessment requires students to demonstrate their learning, while indirect assessment offers context and insights into the learning process. The chosen method should provide meaningful data that reflects student achievement.

Direct Assessment

Direct assessment involves the evaluation of student learning through direct, observable evidence of what students know and can do. This method provides clear, measurable results of student learning and is reliable for assessing whether students have met specific learning outcomes.

Types of Direct Assessment

Presentations or performances
Written assignments
Capstone projects or portfolios
Exams and quizzes

Indirect Assessment

Indirect assessment gathers data that captures students’ opinions and reflections of the learning experience. These methods offer valuable insights and feedback from students on course content and instruction.

Types of Indirect Assessment

Climate surveys
Course feedback
Alumni surveys
Reflective essays

To learn more about creating a comprehensive assessment plan, please see our Assessment Guidelines.

Apply the selected assessment methods within the course or program and then collect data. It is important to gather data using standardized procedures to minimize bias and ensure reliability. It is best practice to assess artifacts of learning by matching questions to learning goals and using a rubric that defines performance standards. The collected data should provide a detailed and accurate picture of students’ performance and progress in relation to the defined learning outcomes.

Examine the collected data to identify trends, strengths, and areas that need improvement. Analyze the results in the context of your course or program’s learning outcomes to determine how well students are meeting expectations. Engage department leaders and other stakeholders in this process to ensure a comprehensive understanding of the findings, which can be used to inform future decisions.

Use the insights gained from the collected assessment data to make informed changes to your teaching methods, course content, or program. This step, often referred to as “closing the loop,” is essential for driving continuous improvement in student learning and program effectiveness. However, closing the loop is not just about making changes, but also monitoring and evaluating the impact of those changes over time. This creates a continuous feedback loop where the effectiveness of the adjustments is assessed in subsequent cycles. By regularly reviewing and refining the implemented changes, you ensure that improvements are data-driven and remain aligned with your original goals and the desired learning outcomes. This process should also include communication with all stakeholders about actions taken.

Resources Available through the Rutgers University Libraries

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom’s taxonomy of educational objectives. Longman.
Banta, T. W., & Palomba, C. A. (2014). Assessment essentials: planning, implementing, and improving assessment in higher education (Second edition.). Jossey-Bass.
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques : a handbook for college faculty (First edition.). Jossey-Bass, A Wiley Brand.
Brookhart, S. M. (2004). Assessment theory for college classrooms. New Directions for Teaching and Learning, 2004(100), 5–14.
Hanson, J. M., & Florestano, M. (2020). Classroom Assessment Techniques: A Critical Component for Effective Instruction. New Directions for Teaching and Learning, 2020(164), 49–56.
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment and Evaluation in Higher Education, 42(1), 77–97.
Mastrokoukou, S., Kaliris, A., Donche, V., Chauliac, M., Karagiannopoulou, E., Christodoulides, P., & Longobardi, C. (2022). Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education. Frontiers in Education, 7.
Nieminen, J. H. (2024). Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education, 29(4), 841–859.
Pereira, D., Flores, M. A., & Niklasson, L. (2016). Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment and Evaluation in Higher Education, 41(7), 1008–1032.
Seifert, T., & Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment and Evaluation in Higher Education, 44(2), 169–185.
Suskie, L. A. (2018). Assessing student learning : a common sense guide (Third edition.). Jossey-Bass.
Walvoord, B. E. F., & Anderson, V. J. (2010). Effective grading : a tool for learning and assessment in college (Second edition.). Jossey-Bass.

Other Assessment Resources at Rutgers

External Resources

References

Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques : a handbook for college faculty (First edition., Chapter 6). Jossey-Bass, A Wiley Brand.

Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35-36