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 the foundation for understanding the student learning experience. It is an iterative process that involves collecting evidence of students’ success in a course or program through measurements of their ability to achieve particular learning goals. A comprehensive assessment plan gives us an opportunity to collect data that can be used to refine teaching methods and ensure that our programs remain rigorous and aligned with industry standards.

The first step in creating an effective assessment plan is to determine what your student’s learning goals and objectives will be. Once these have been decided, it is important to explicitly define what success in each of these areas will look like and what methods can be used to measure them. This could include direct assessment methods such as written assignments and exams, or indirect methods, like course surveys. The data collected throughout this process can be used to identify areas where students may be struggling. Instructors and departments are then able to pinpoint gaps in student learning and apply targeted strategies to improve their performance. After implementing new strategies, the course or program should be reassessed to track the difference in the originally identified areas. This final step in the assessment process is referred to as “closing the loop” (Barkley & Major, 2016). Following an assessment plan that is cyclical and based on continuous improvement creates a learning environment that is responsive to student’s needs and a curriculum that aligns with the university’s mission.

Additionally, assessment is a key component in overall program evaluation and institutional effectiveness. It gives departments and universities the tools to make data-informed decisions when looking to make improvements to programs. 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 reviews.

Key Steps of the Assessment Cycle

The first step in the assessment cycle is defining student learning outcomes and objectives. 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.

(Conzemius & Morganti-Fisher 2012)

The next step is to select an assessment method that accurately measures the defined learning outcomes. There are two different types of assessment: direct and indirect assessment. Direct assessment methods require students to demonstrate their learning, while indirect methods offer context and insights into the student learning experience.

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.

Now that we have established what our goals and process will be, we can use the selected assessment methods within the course or program to collect data. It is important to gather data using a standardized procedure to minimize bias and ensure reliability. It is a best practice to assess learning by using a rubric that defines performance standards.

After the data has been collected, we can now examine it 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. It can be helpful to engage department leaders and other stakeholders at this point in this process to get a comprehensive understanding of the findings.

Use the insights gained from the collected assessment data to make 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 process creates a feedback loop where the efficacy of the adjustments is reassessed in subsequent cycles. By regularly reviewing and refining the changes we are implementing, we can ensure that improvements are data-driven and remain aligned with our original goals for student learning.

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.
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

University Academic Affairs – Continuous Improvement in Academic Affairs
Division of Student Affairs-New Brunswick – Assessment Cycle
School of Arts and Sciences Office of Undergraduate Education – Assessment Resources
Rutgers Digital Classroom Services – Student Assessment
Rutgers Cooperative Extension – Program Evaluation Resources

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.

Conzemius, A., & Morganti-Fisher, T. (2012). More than a SMART goal : staying focused on student learning. Solution Tree Press.