“Nine Principles of Good Practice for Assessing Student Learning Outcomes” from the American Association for Higher Education
Sample Academic Program Outcomes
Program-level Learning Outcomes from Viterbo Academic Programs
One of the learning outcomes for Spanish is that students "respond critically to ethical issues and their effect on communication and policymaking." One of the assessment methods for this outcome is the review of a student portfolio. Faculty created a rubric to assess students' mastery of critical response to ethical issues in their portfolios.
Ethical Issues Rubric:
World Languages Department
Faculty teaching Organizational Management and Management and Information Technology courses collaborated in designing an oral presentation rubric which is used for both course assessment and program assessment.
Oral Presentation Rubric (SAL): a collaboratively-designed common rubric
Oral Presentation Rubric from SAL
The English Department assesses student achievement in six learning outcomes through a Sophomore Portfolio and a Graduation Portfolio. English faculty have collaboratively designed and refined a process for the portfolio reviews. At the sophomore level, for example, students receive a narrative on their portfolio after it is read by three faculty; the scoring summary and the narrative provide the student with formative assessment, and the scores are also used by the department for program assessment. Faculty have collaborated on rubrics for each of the six learning outcomes. The research rubric used in the portfolio reviews is showcased below.
Portfolio Rubric: English department
English Portfolio Scoring Summary
Research Rubric for English Portfolio
One of the Learning Outcomes for Music Theatre is that students will "demonstrate physical competence in dance and movement." Direct methods include midterm and final dance performances in key courses. Dance instructor, Nicole Balsamo, indicated that she developed several dance performance rubrics after an assessment workshop. She wrote, "I developed it to clarify my expectations for the midterm and final performances, but more importantly to give clear characteristics of the elements of executing a successful dance performance. The rubric deals only with performance, not with any other aspect of dance, such as choreography."
Dance Rubric: School of Fine Arts
Viterbo Tap Dance Performance Rubric
Dr. Ann Schoenecker developed the following rubric for MUSC 237/238 (Diction I/II). The rubric is used for both course-level and program-level assessment.
Singing Final Rubric
Academic programs at Viterbo are utilizing assessment results to enhance student learning. After making curricular or pedagogical changes, programs have again assessed student learning and are seeing satisfying results. The document below shows how three departments have reported follow-up results on TracDat for the annual update.
Examples of “Closing the Loop”
Three Examples of Closing the Loop August 2009