Assessing student learning: it can be more than a survey

Abstract

There is a trend toward the assessment of more "outputs" rather than "inputs" in the accreditation processes. The immediate need was to develop an assessment plan to meet the requirements of the North Central Association for future accreditation of the university. Subsequently the desired outputs, student learning outcomes or academic achievements, were defined as what a student can do with their learning. Deciding what constituted these outcomes or achievements was the next step since these were the factors that would be assessed. Many of these factors are subjective in nature and surveys seemed an effective and efficient way to do the assessment. However, the author believes that assessment of student learning outcomes or achievements should begin with instructors taking a reflective look at, i.e., assess, how their students are doing. This process should involve analysis of more than just the exam results. The author has been guided in this process by a course development model he uses which is a modification of models previously published. The steps of this model are explained and his use of it to assess student learning explored. Data which he has collected on his students is discussed. The role this assessment process has played in revisions made to the metallurgy course he teaches are also be discussed.