The American University of Armenia (AUA)

Student Learning Assessment Manual

Created by the Office of Institutional Research and Assessment (OIRA)

 

The following research backed guidelines within this manual have been designed to assist all faculty, along with deans, and program chairs as they conduct yearly student learning assessments at AUA.

 

*The proceeding Table of Contents page has been linked to different sections within this document for easier navigation and effective utilization. Additionally, use the search function to find specific information. The OIRA office is also always available to assist iro@aua.am.

 

 

 

 

 

This document was created to help ensure continued development in the quality and level of instruction at AUA and address the University’s ongoing academic vision and mission to help Armenia and the world. This document serves to help the university continue its use of research-backed evidence to inform revisions to courses and programs at both the graduate and undergraduate levels. Additionally, this document serves as an American best practice to ensure quality assurance in education as validated by the WASC (Western Association of Schools and Colleges) Senior College and University Commission (WSCUC) accreditation standards, specifically Criteria for Review (CFR) 2.4 through CFR 2.7. – This document last updated May 2022 by Director of the Office of Institution Research and Assessment, Brent A. Anders.

 

Special thanks to AUA General Education Dean and former Director of the Office of Institutional Research and Assessment, Sharistan Melkonian, for the initial development of AUA’s Student Learning Assessment manual, processes, and extensive documentation. Additional thanks to Anna Gevorgyan, former Assessment Coordinator at the Office of Institutional Research and Assessment for further development with this guide.

TABLE OF Contents

Introduction. 4

Principles of Academic Assessment 4

What is Assessment?. 4

Academic Assessment Benefits. 5

Assessment Ethics. 5

Tips. 5

Annual Student Learning Assessment 6

Program Goals. 6

Tips. 7

Student Learning Outcomes. 7

Alignment Between Program and Course-Based Student Learning Outcomes. 8

Writing Student Learning Outcomes. 9

Tips for Developing Program SLOs. 10

Tips for Developing Course-based SLOs. 10

Aligning Curriculum with Student Learning Outcomes. 11

Curriculum Map. 11

Tips. 11

Aligning activities/Assignments with Course-Based SLOs. 12

Tips for Aligning Assignments. 12

Student Learning Assessment Plan and Student Learning Assessment Report 12

Student Learning Assessment Plan. 12

Student Learning Assessment Report 14

Assessment Tools and Methods. 15

Assessment Tools. 15

Course Syllabus Development 15

Rubric Development 15

Tips for designing rubrics. 17

Student Portfolio as an Assessment Tool 17

Assessment Methods. 18

Direct vs. Indirect Evidence. 18

Tips. 19

Collecting and Analyzing Evidence. 19

Formative and Summative Assessment 19

Assessment Leading to Improvement 21

Tips. 21

References. 23

List of Appendices. 24

Appendix 1: Glossary. 25

Appendix 2: Links to Selected Assessment Websites. 26

Appendix 3: Student Learning Assessment Plan Template. 29

Appendix 4: Student Learning Assessment Report (SLAR) 31

Appendix 5: Course Syllabus Development Tool 33

Appendix 6: Course Syllabus Template. 35

Appendix 7: Bloom’s Taxonomy. 41

Appendix 8: Template for Curriculum Map. 43

Appendix 9: Sample Curriculum Maps. 44

Appendix 10: Alignment with Course-Based Outcomes. 45

Appendix 11: Assignment Alignment with Course-Based Student Learning Outcomes. 46

Appendix 12: Rubric Template. 48

Appendix 13: Example of Rubric – assessing written communication. 49

Appendix 14: Examples of Direct and Indirect Evidence. 50

Appendix 15: Template to Track Changes Following Assessment 52

 

Introduction

This manual is designed to provide AUA faculty, deans, and program chairs with basic information needed for developing and implementing effective assessment of student learning based on research proven processes.  The manual provides explanatory information as well as examples and templates of various assessment tools and processes.  

It includes a brief definition discussion of assessment and its purpose, information on developing student learning outcomes and selecting assessment methods, assessment tips, and a glossary of assessment-related terms and useful online resources.  

The Office of Institutional Research and Assessment is available to provide assistance and support to faculty during the assessment process. The Office publishes annual data[1], maintains a library of resources, conducts faculty professional development workshops, and provides one-on-one and group support to assist in engaging in ongoing assessment.

Principles of Academic Assessment

Are students learning? Are they learning what is intended? Are academic programs providing students with the skills, knowledge, and abilities they intend to provide?

These are the questions at the core of assessment.

 

 

Assessment is an opportunity to engage in a reflective learning process in order to improve educational effectiveness and continue to provide quality academic programs and services.

Assessment is a collaborative process that is led by faculty and includes students, alumni, employers, and other stakeholders. 

Assessment looks at the university’s mission, academic program goals, and student learning outcomes (SLOs) to understand what students and graduates should know and be able to do when they complete a course or an academic program, as well as what is working or not working.  

Students become engaged, active, self-directed learners by understanding the goals of their program and how each course in the program develops the skills and knowledge expected of a graduate. 

Assessment results are used to support curriculum planning, budgeting, and other decision-making.

Through the use of evidence, data, as well as student, faculty, and other stakeholder feedback, engaging in assessment helps to:

·         Understand what students are learning

·         Improve student learning

·         Improve academic programs and support services

·         Ensure that actual student learning matches the program goals and stated student learning outcomes

·         Inform stakeholders about the learning and impact of academic programs

·         Provides data and information for evidence-based budgeting and decision-making (adapted from University of Central Florida, 2005)

 

Assessment can facilitate continuous improvement by:

·         Providing reliable information and data on student learning

·         Providing reliable data about instruction, the effects of the curriculum and/or teaching methods

·         Providing evidence that faculty members can utilize to make a difference in student learning

·         Offers a more accurate picture of student needs (Stassen, Doherty, & Poe, 2001)

Information collected through assessment activities must be treated confidentially. No information should be released publicly in such a way as to allow identification of students or other individuals.  Assessment results including strengths and areas for improvement as well as limitations of the assessment methodology must be accurately and candidly reported.

The following questions should be considered as faculty think about the assessment process:

·         What should students be learning, what skills and knowledge does the program aim to develop (What are the stated program goals and student learning outcomes?)

·         What are students actually learning and what skills and knowledge are they actually developing?

·         How does a program contribute to the success of its students?

·         What can be improved to make student learning more effective?

·         What should faculty be doing to facilitate student learning and bridge the gap between the expected and the actual student learning outcomes?

 

Annual Student Learning Assessment

Engaging in annual student learning assessment helps the university enhance educational effectiveness by improving the quality of academic programs and student learning.  Annual assessment activities focus on measuring student attainment of expected student learning outcomes (SLO).  Outcomes assessment is a systematic process for improvement, not merely a system of measurement. 

The purposes of annual student learning include:

·         Engaging faculty and staff in self-reflection on learning goals and instructional and support service delivery

·         Determining the degree to which goals correspond to student and other needs

·         Evaluating the degree to which students' activities, products, or performances coincide with expectations as documented in program goals

·         Informing students about the knowledge, skills, and other attributes they can expect to possess after successfully completing a course, an academic program or co-curricular activity

·         Helping academic and student support units understand the dimensions of student learning in order to improve student achievement and the educational process

 

Each academic program develops and publishes a set of program goals and program student learning outcomes and maintains a multi-year assessment plan that ensures that all outcomes are assessed regularly. These SLOs should be available to students (published on academic program webpages and in the AUA catalog). Program Chairs report assessment results to the Dean (with copies to the Office of Institutional Research and Assessment) on an annual basis. Assessment results are used by the university to support curricular, planning, and budgeting decision making processes.

 

Steps in the annual student learning assessment process include:

1.    Creation of a student learning assessment plan (SLAP) (see template in Appendix 3)

a.    Identify topic and outcomes being investigated

b.    Establish methods and schedule

c.    State expected results

2.    Collection of data and evidence

3.    Analysis of data and evidence

4.    Identification of strengths and areas for improvement

a.    Report submission (Student Learning Assessment report – SLAR, see template in Appendix 4)

5.    Implementation of changes for improvement

6.    Closing the loop

7.    Reiteration of the assessment process

Program goals are broad general statements of the intention of an academic program.  Program goals indicate what the program intends to cover throughout the curriculum.   Program goals are aligned with the mission of the university.

Program goals provide the basis for decisions about the nature, scope, and priorities of various activities in a program.

AUA Mission

Program Goals

 

 

 

 

The following are some guidelines for developing program goals:

·         Brainstorm and identify three or more intended purposes. What do you hope the program will provide students? These should be specific to the program, aligned with the university mission, and intended to help the university fulfill its mission.

·         Benchmark similarly-situated and/or aspirational programs. What is interesting or relevant about these programs?

·         Describe the broad expected performance of the student or specific behaviors expected from graduates of the program.

 

Format of a goal statement:

A Program Goal is written in the voice of the program, what the program is expected to do.  The general format of a goal statement is: “(action verb) (object) (modifiers).”

Example:

Train students for careers and advanced studies in a wide range of English, Public Relations, or Communications fields.  (Program Goal, AUA English and Communications Program.)

·         Describe your ideal graduate in terms of specific skills, knowledge, strengths and values, and identify which of these characteristics are the result of the program experience.

·         What should every graduate of your program know (this is the beginning of an SLO)?

·         What program experiences can you identify as making the most contribution to producing and supporting the ideal graduate?

·         What career achievements of your alumni are you most proud of?

·         How do your program goals align with the university’s mission?

In order for a program assessment to be successful, the faculty and students must have an understanding of what the program is trying to accomplish, as well as how the goals are addressed in the curriculum.

The next step in assessment of student learning is to develop program student learning outcomes (SLOs) specific to each goal.

SLOs describe what students should know, be able to do, or value upon completion of the degree program = program student learning outcome, or upon completing a specific course = course-based student learning outcomes.   

 

SLOs focus on the outputs, not on the inputs or processes.

 

Student learning outcomes should be:

·         Concise - Student learning outcomes should be expressed in simple and unambiguous terms so that they are clearly understood by students, faculty, and external examiners.

 

·         Doable - When writing student learning outcomes, keep in mind the time frame within which the outcome is to be achieved. It is essential to be realistic if the expected outcome can be obtained within the time and resources available (within the course or program).

 

·         Measurable - When writing student learning outcomes, think about how the outcome will be measured. How will students demonstrate learning? Student learning outcomes must be measurable. 

 

SLOs are concise, doable, measurable expectations of a program or a course.  Teaching and learning is assessed mainly by how well students achieve the stated student learning outcomes.

Course-based student learning outcomes are essentially a specific formation of a program student learning outcome.  The learning outcomes should be mentioned in all syllabi. Both the faculty and the students should be able to see how each assignment aligns with a specific course outcome.  A syllabus development tool is available in Appendix 5 and a syllabus template is attached in Appendix 6.  A course-based student learning outcome is achieved through one course.  Program student learning outcomes are typically achieved through a combination of courses. 

 

 

AUA Mission

Program Goals

Program Student Learning Outcomes

Course-Based Student Learning Outcomes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Program Student Learning Outcomes - What are the skills, knowledge and abilities that students should acquire by the end of the program?

 

Course-based Student Learning Outcomes – What are the skills, knowledge and abilities that students should acquire by the end of a specific course.

 

Alignment between course-based student learning outcomes and program student learning outcomes and program goals is essential.   The following chart (a component of AUA’s syllabus template) shows alignment between course-specific and program student learning outcomes and program goals.

 

Program Goal	Program Student Learning Outcomes Students will be able to:	Course-based Student Learning Outcomes In this course, students will be able to:
[Example: Equip student with analytical skill in linguistics, communications and literary criticism].	[Example: Identify the basic methods used to study the interrelations among language, culture and social interaction, including ethnography of communication, conversation and discourse analysis, and dialectology.]	[Example: Identify and describe the nature and function of language as a human attribute, including language acquisition, language and society, language and culture, language and thought. (Beginner Level)]

Bloom’s Taxonomy is one of the widely-used frameworks in developing student learning outcomes. Bloom’s Taxonomy builds on learning to develop more complex levels of knowledge, understanding, and application. Bloom’s list of active verbs supports the process of writing measurable and observable student learning outcomes.

 

 

Bloom’s Taxonomy chart and action verbs can be found in Appendix 7.   

 

Student learning outcomes are generally formulated as follows:

Students should be able to [active verb] something.
For example: Students should be able to discuss the fundamentals of development theory.

When developing student learning outcomes, think about how students will practice developing the skill/knowledge and how the student will demonstrate that they have acquired the skill or knowledge. What methods of evaluation can be utilized to assess student achievement of the outcome?

 

Effective student learning outcomes:

·         Describe what students will know or be able to do upon completing a course (course-based student learning outcome) or program (program student learning outcome)

 

·         Are aligned:

o   Course-based student learning outcomes (SLOs) are aligned with program student learning outcomes

o   Program student learning outcomes are aligned with program goals.

 

·         Use action verbs that specify definitive, observable behavior

 

·         Are concise, doable, and measurable through one or more indicators

 

·         Should be recent, relevant, and rigorous. Recent outcomes reflect current knowledge and practice in the discipline. Relevant outcomes relate logically and significantly to the discipline. Rigorous outcomes require an appropriate degree of academic precision and thoroughness to be met successfully (Brophy, 2018-19).

·         Program SLOs should be specific to your academic program and should be stated in clear, concise terms

 

·         Program SLOs should be a reasonable statement of what the student should be able to accomplish within the structure and time of the program

 

·         Program SLOs should be clearly stated in terms of what exactly a student should know, be able to do, or value

 

·         Program SLOs should be clearly measurable

 

·         And, again: concise, doable, and measurable

Course-based SLOs should:

·         Clearly align to a program SLO

 

·         Be doable within the context of the specific course

 

·         Clearly state what a student will know or be able to do at the end of the course

 

·         Be measurable

Once a program has developed student learning outcomes, the next step is to develop a curriculum map.  A curriculum map is a visualization of the academic program.

  Curriculum Map Example

 

 

See a Curriculum Map template in Appendix 8 and Samples of Curriculum Map are available in Appendix 9.

 

A curriculum map describes which program learning outcomes each course intends to address and at what level; the sequence of courses, and how each course helps build the program.

A curriculum map links program SLOs (at different developmental levels) with the courses in a program to identify where and how each program student learning outcome is addressed in the curriculum.

A curriculum map can help students become more engaged, independent and directed learners by clearly understanding how each course fits into the program.

A curriculum map also helps programs develop an annual student assessment plan by clearly indicating which SLOs are addressed in which courses (See Student Learning Assessment Plan section below).

A curriculum map can help faculty engage in course development by clearly understanding how each course fits into the program, setting appropriate expectations for learners, identifying potential gaps in the program, and identifying assessment opportunities (including signature assignments).  Typically, student learning of specific program SLOs is assessed in courses in which mastery (advanced learning) is expected.

Curriculum maps are typically reviewed for possible revisions during the student learning assessment process.

·         List the program SLOs across the top of the Curriculum Map template.

·         List all courses down the left side of the template.

·         Ask faculty to examine each outcome in the context of each course they delivers to determine which outcomes the course addresses in a meaningful way.

·         Review: Is each program SLO introduced, developed and mastered across the curriculum? Do students have multiple opportunities to develop each program SLO?

·         Review: Does each course support at least one program SLO?

 

Assignments (graded and ungraded) should also be aligned with course-based SLOs (which, in turn, are aligned with program student learning outcomes).  

 

Aligning learning activities/assignments to student learning outcomes allows faculty to identify and clearly link assignments to student learning outcomes and helps students understand the learning process and value of their work.

 

Tips for Aligning Assignments

 

·         Identify the program SLOs to which the course contributes.

·         Identify ways in which students learn this outcome through the course; for example, through independent projects, performances, or labs.

·         Describe the knowledge and skills students are expected to have in order to complete the assignments, and draw connections, if any, between them and intended SLO(s).

 

The following questions might be useful as you think about aligning assignments:  

·         What skills and knowledge does the course intend to develop?

·         What skills and knowledge does the course teach for students to practice/learn the desired SLO? What types of assignments will allow students to demonstrate accomplishment of a desired student learning outcome?

·         What skills and knowledge does an activity/assignment help develop?

·         What student learning outcomes does an activity/assignment address?

 

See Activity/Assignment Alignment with Course-Based Student Learning Outcome worksheet in Appendix 10 and an example from Freshman Course in Appendix 11.

 

The student learning assessment process is comprised of developing and implementing a Student Learning Assessment Plan (SLAP) and reporting the results, Student Learning Assessment Report (SLAR).    

As student learning assessment is faculty driven, an assessment plan is generally developed within a faculty meeting or an assigned group of faculty, following revision by the faculty at a faculty meeting.  The deliberations should be documented in the Program Faculty Minutes or Memo to the File for other modes of deliberation in lieu of meeting.  In general, a SLAP identifies:

 

·         Investigation topic (in general, what SLO is being investigated).

·         Rationale (why is this being investigated now? If there is a specific reason, identify it. Or, is it part of the regular evaluation of student learning outcomes?)

·         Assessment Schedule (what evidence will be used and when will the investigation take place).

·         Description of Assessment methods (explanation of the evidence).

·         Assessment Team (who will engage in the investigation).

·         Closing the loop (how the findings will be integrated or used).

Please see the attached SLAP template for your use (Appendix 4).

 

Common topics of SLAPs include: 

·         Regular (rotating) assessment of program student learning outcomes to assure curriculum/instruction alignment with SLOs and to inform SLO adjustment, if needed.  This is the most common topic of a SLAP and is a fundamental component of the period academic program review. Regularly reviewing student attainment of student learning outcomes (SLOs), instead of trying to do this all at once during the academic program review, helps build quality and promote continuous improvements.

·         Curriculum & instruction adjustments to better achieve SLOs (these are often anecdotal and many need supporting direct or indirect evidence, e.g., analysis of portfolios of student work (tests, papers, presentations), or capstone, a focus group or survey).

·         Issues noted in student course evaluations or especially negative comments and ratings, should be followed up by a faculty deliberation, and, if deemed appropriate, a SLAP and SLAR, 

·         Evaluation of the effectiveness of recent changes made to the curriculum based on earlier SLARs (closing the loop) - Did the change achieve the intended result?   Is further adjustment required?

·         Issues noted for monitoring in the last Academic Program Review. 

·         Issues relating to skills and competencies noted in Student Exit Surveys, Alumni Surveys, and Employer Surveys.  

 

Whenever possible, assessment should draw on both direct and indirect evidence.  See Assessment Tools and Methods section below.

 

Sometimes SLAPs need to be adjusted based on intervening developments or issues that have arisen since the SLAP was originally formulated.

 

To assure continuity and follow through, programs are encouraged to have up-to-date multi-year SLAPs for the current and the following academic year.   

 

Student learning assessment reports (SLARs) are reported annually.  Typically, compiling the data and reporting the results is undertaken by a faculty subcommittee of the program, under the direction of the Program Chair and guidance of the Dean.  Summary meeting minutes should be maintained to document progress and decisions related to the student learning assessment process.

 

Please see attached SLAR template (Appendix 4). 

 

Note: An update of current program SLAPs and SLARs can be found here: http://iro.aua.am/student-learning-committee (Note: these documents are password protected).

 

 

 

Assessment Tools and Methods

There are different ways of assessing student learning that occurs in and outside of the classroom. It can be done through individual or group work, presentation, written assignments, etc.  The course syllabus is one of the basic tools that describes the course material, defines the assignments and expectations from students.  One of the tools that is very helpful to apply while assessing student performance is the Rubric. Rubrics are not only a grading tool, they also introduce clarity regarding the assignment expectations. 

Looking at student portfolios is another tool for assessing overall student performance, performance not just for a specific assignment, but to track the progress a student has made in a given period of time. It can be a helpful and informative tool not only for the instructors but also for the students.

A course syllabus is a basic assessment tool that defines the educator’s expectations from the students, clarifies the student learning objectives, the assignments for the course and how they are assessed, and how they contribute to meeting the student learning objectives.  A syllabus is a guide to the course both for the students and the educator.  It also lays out course policies, rules and regulations, as well as a list and schedule of assignments. The syllabus has to be in line with the AUA mission and policies.

A tool for developing a syllabus and a template can be found in Appendices 5 & 6.

What is a rubric? A rubric is a grading tool that is used to write expectations for an assignment and, subsequently, to grade it. 

Rubrics typically contain four elements (Stevens & Levi, 2013):

·         a description of the assignment or task

·         a scale

·         dimensions or components of the assignment (types of skills, knowledge)

·         description of the dimensions (performance quality at each level of mastery)

There are two types of rubrics: Analytical and Holistic. Sometimes rubrics are a combination of the two types. Holistic scoring gives students a single, overall assessment score for the paper (assignment) as a whole. Analytic scoring provides students with at least a rating score for each criterion.  Often the rubric for analytic scoring offers teachers enough room to provide some feedback on each criterion.

Holistic rubrics often use a single scale or checklist to describe performance. 

Analytical rubrics consist of multiple dimensions and articulate performances expectations for each. 

Holistic	Analytical
Quick to develop Easier to score Consistency among instructors Difficult to use as a learning tool Most useful when components of the assignment are closely related	Time consuming to develop Time consuming to score Takes time to develop consistency among instructors Provides useful feedback on strengths and weaknesses Most useful in assessing complex skills.

 

Steps in Developing a Rubric:

·         Identify what is being assessed (e.g. critical thinking, writing, specific knowledge).

·         Identify the key aspects of student performance on which the assessment will be scored (e.g. appropriate use of evidence, citing, and content knowledge).

·         Identify how many levels of achievement will be described. For example: exemplary, satisfactory, unacceptable; or exemplary, good, developing, unacceptable.

·         Write a clear description of each level of achievement.

A rubric template and a full example are available in Appendices 12 and 13.

The Association of American Colleges and Universities offers a good collection of open source rubrics called VALUE Rubrics that can be used to assess a range of students’ soft skills (such as, critical thinking, communication, teamwork, ethical reasoning, etc.).

 

·         Limit the number of traits being assessed in any given rubric (for a complex assignment, typically no more than seven)

·         Develop the rubric through collaborative work among faculty within the program.

·         Share the rubric with students to help them focus on the relevant abilities and skills needed for completing the work, and soliciting feedback.

·         Pilot the rubric before implementation. Select some examples of student work that vary in quality and have faculty apply the rubrics to the samples. Discuss faculty scoring in order to reach a consensus about rating of the samples.

·         After first use of the rubric, meet again to discuss how effectively the rubric assesses student performance (Knox College, 2010).

A portfolio is best described as a purposeful collection of student work that tells the story of the student's efforts, progress, or achievement in a content area^[2]. 

A portfolio can serve many purposes.  It is a way for the instructor and the student to track the progress of the students (growth portfolio).  It can also serve as a tool/place to showcase the best work of a student (best work portfolio) (Rolheiser et. al, 2000).  It is a process that involves both the instructor and the student from the moment they decide the purpose of the portfolio. 

Student portfolio is not the easiest type of assessment to implement but it can be a very effective tool, as it shows students’ development over a particular period of time.  Effective portfolios also integrate student reflection, which gives important information about the student and what they found interesting or important in the learning process.

Determine the goals and purpose for the portfolio. The purpose and the process have to be clear both to the educator and to the student. The students have to take on an active role in developing their own portfolios. It is important that they understand the benefits of developing a portfolio. 

All content must be linked to learning objectives/outcomes. Effective portfolios can do one or more of the following:

·         Enhance student learning

·         Showcase student work (best work)

·         Demonstrate student progress (by including various drafts, for example).  (SUNY Geneseo, n.d.).

Based on the purpose and the type of portfolio, the educator and the student have to decide on the work to be included, the time period, the people who can have access to it, and, if applicable, the criteria that will be used to evaluate the portfolio.

There is a wide variety of methods for determining whether or not a student has demonstrated learning of a particular outcome.

Assessment methods must be linked to the intended outcome. 

What method will provide information that indicates if students are learning what is intended to be learned?   

Direct evidence demonstrates the students’ learning through tangible evidence of what the students have or have not learned (Suskie, 2009).   Direct evidence shows what a student can or cannot do in relation to the learning outcomes (Wright, 2009).  Direct methods demonstrate what students have actually learned either through quantitative (ex. multiple choice tests) and/or qualitative evidence (ex. essays, projects) (Wright, 2009). Direct evidence allows for the identification of gaps in the learning process in order to improve the learning and teaching process.

Examples of direct assessment measures include but are not limited to:

·         General assignments, tests, projects, directly observed performances, and/or other written work

·         Quantitative and qualitative analyses of the capstone experience

·         External review of capstone projects or presentations

·         External evaluation of performance during internships based on program objectives

·         Student work portfolios

 

Indirect evidence gives a perception about what the students have or have not learned (Wright, 2009).  Through indirect assessment we gather information through other means than looking at samples of student work.  Indirect methods can give information quickly but may not give a full picture of what the student has or has not learned. As an example, a student may say s/he has good knowledge about the subject matter, however, that might be his/her perception rather than the objective reality.  Indirect methods can generate qualitative (e.g. focus groups, interviews) or quantitative (anonymous survey, questionnaire, etc.) evidence (Maki, 2010).

Some data may be obtained from university-administered surveys and the AUA Factbooks. Survey reports and Factbooks can be found online.

See more examples of direct and indirect evidence in Appendix 14.

Using a combination of direct and indirect evidence helps ensure a more thorough evaluation.

·         Are the assessment methods aligned with student learning outcomes?

·         Are the assessment methods varied? (Do students have ample ways to learn and demonstrate learning?)

·         Are the assignments weighted appropriately?

·         What assessment tools will be used?

·         Do you provide formative and summative assessment to students? How often?

·         Is there an opportunity for students to provide feedback to the instructor?

 

Collecting and analyzing evidence of the departmental progress in assessment is essential for improving academic programs continuously.

 

According to AUA’s American accreditation agency, WSCUC^[3], the term evidence means “substance of what is advanced to support a claim that something is true.”  According to the same source, its characteristics include:

·         Evidence is intentional and purposeful

·         Evidence entails interpretation and reflection

·         Evidence is integrated and holistic

·         Evidence can be both quantitative and qualitative

·         Evidence can be either direct or indirect.

 

Evidence is not simply a pile of data.  At its best, it should answer the burning questions of the department's faculty and staff (Western Association of Schools and Colleges, 2002).

 

Assessment should include both formative and summative methods[4].

Formative assessment  

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

·         Help students identify their strengths and weaknesses and target areas that need work

·         Help faculty recognize where students are struggling and address problems immediately

 

Formative assessments are generally low stakes, which means that they have low or no point value.

Examples of formative assessments include asking students to:

·         Draw a concept map in class to represent their understanding of a topic

·         Submit one or two sentences identifying the main point of a lecture

·         Turn in a paper (draft) for early feedback

·         Complete a low point or no point quiz so students/instructors can see how much they know, understand, or have retained.

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.

 

Examples of summative assessments include:

·         Midterm exam

·         Final project

·         Paper

·         Senior recital

·         Major presentation

 

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

 

Summative and Formative Assessment: A comparison[5]

	Formative assessment	Summative assessment
Grading	Usually not graded	Usually graded
Purpose	Improvement: to give feedback to instructor and students about how well students understand specific material	Judgment: to derive a grade, and to allow students to work intensively with course material
Focus	Very focused on whether students have acquired specific skills or information	Less focused on specific skills or information; instead, allows students to demonstrate a range of skills and knowledge
Effort	Requires little time from instructors or students; simple; generally done in class	Requires more time from instructors and students; complex; generally done outside of class

 

More Examples of Formative Assessment:

·         Multi-stage submission of assignments

·         Practice presentations (in pairs, groups, whole class)

·         Quizzes (not all quizzes have to be “counted” toward a grade)

·         One-minute papers (This is what I learned …./ Some questions I still have…/Something I don’t understand enough to even ask a question about …)

·         Peer Evaluation or Review / Self Evaluation

·         Homework exercises

·         Feedback on drafts, plans, proposals

·         Discussions/debates

·         Online forums, blogs, discussions

·         One pending question:  At the end of the class ask students to write down one question they still have

·         Reflections (short at end of class or journals)

·         Q&A sessions (in pairs, in groups, w/ the instructor, student-led)

·         Faculty-Student meetings

·         One pending question:  At the end of the class ask students to write down one question they still have

·         Concept maps

·         Think. Pair. Share

·         More examples of formative assessment techniques can be found here.

Assessment Leading to Improvement

The assessment should result in a determination of the extent to which program goals and SLOs have been met. The whole purpose of assessment activities is to improve student learning. If outcomes are lower than the performance expectations, changes may be needed in curriculum such as:

·         Revision of content of existing courses

·         Modification of delivery methods

·         Modification of learning activities

·         Addition or elimination of courses

·         Sequencing courses differently

If student outcomes meet or exceed performance expectations, faculty may need to re-evaluate the learning objectives, assessment measures, or performance standards to ensure that they are appropriate (appropriately challenging).  Results of assessment also should be integrated into the planning processes including identifying and allocating resources needed to improve student learning. A template to track the changes made as a result of the assessment process is in Appendix 15.

·         Assessment should be an ongoing process, but do not try to assess all outcomes at once!  Plan to assess all your program’s outcomes over a five/six-year cycle.  

·         Use both direct and indirect methods of assessment.

·         Focus your major assessment efforts on the key concerns or questions the faculty have about the academic program.

·         Build your assessment plan to provide the best data that your department can use. New measures are not always necessary. Use existing data whenever possible--the use of assignments that are part of the existing curriculum is probably the easiest way to do so.

·         Assessment plans will improve over time; if new questions arise after an assessment, go ahead and modify the plan.

·         Encourage faculty to use assessment research for their scholarship.

 

References

Bloom’s taxonomy action verbs. Retrieved from https://www.marquette.edu/assessment/includes/documents/BloomsTaxonomyActionVerbs.pdf

 

Brophy, S. T. (2018-19). Developing program goals and student learning outcomes.  University of Florida.  Retrieved from https://www.assessment.aa.ufl.edu/media/assessmentaaufledu/faculty-resources/SACSCOC-2018-Annual-mtg-Student-Learning-Outcomes-Workshop-Das-Brophy.pdf

 

Carnegie Mellon University, Eberly Center for Teaching Excellence. (2016). What is the difference between formative and summative assessment?  Retrieved from http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

 

Indiana University Bloomington, Center for Innovative Teaching and Learning. (n.d.).  Summative and formative assessment.  Retrieved from https://citl.indiana.edu/teaching-resources/assessing-student-learning/summative-formative/

Kent State University.  (n.d.).  Assessment of student learning.  Retrieved from https://www.kent.edu/aal/assessment-student-learning

 

Knox College.  (2010). Guide to academic program assessment.  Retrieved from https://www.knox.edu/Documents/OIRA/Knox%20Assessment%20Guide%20print%20version(0).pdf

 

Maki, P.  (2010). Assessing for learning: building a sustainable commitment across the institution.  (2^nd edition).  Sterling, VA, USA: Stylus Publishing.

 

Missouri Department of Elementary and Secondary Education.  (n.d.).  Guidance for using student portfolios in educator evaluation.  Retrieved from https://dese.mo.gov/sites/default/files/Portfolio-Handbook.pdf

Rolheiser, C., Bower, B., Stevahn, L. (2000). Portfolio organizer. Retrieved from http://www.ascd.org/publications/books/100046/chapters/Determining-the-Basics-of-Student-Portfolios.aspx

Stassen, M., Doherty, K., Poe, M. (2001). Program-based review and assessment: tools and techniques for program improvement.  University of Massachusetts Amerst.  Retrieved from http://www.umass.edu/oapa/sites/default/files/pdf/handbooks/program_assessment_handbook.pdf

Stevens, D, Levi, A. (2005). Introduction to rubrics. Sterling, Virginia: Stylus Publishing.

Suskie, L. (2009). Assessing student learning: A common sense guide.  John Wiley & Sons.

SUNY Geneseo. (n.d.). Portfolio assessment.  Retrieved from https://www.geneseo.edu/sites/default/files/sites/education/p12resources-portfolio-assessment.pdf

University of Central Florida. (2005). Guidelines for planning and implementing quality enhancing efforts of program and student learning outcomes.  Retrieved from https://oeas.ucf.edu/doc/acad_assess_handbook.pdf

Western Association of Schools and Colleges. (2002). A guide to using evidence in the accreditation process: A resource to support institutions and evaluation teams.  Retrieved from https://manoa.hawaii.edu/assessment/resources/pdf/WASCEvidenceGuideJan2002.pdf

Wright, B. D. (2009). Approaches, reproaches: the joy of methods.  Power point presentation, AAC&U General Education Institute, Minneapolis, MN.

 

List of Appendices

Appendix 1: Glossary

Appendix 2: Links to Selected Assessment Websites  

Appendix 3: Student Learning Assessment Plan Template

Appendix 4: Student Learning Assessment Report (SLAR)

Appendix 5:  Course Syllabus Development Tool         

Appendix 6: Course Syllabus Template

Appendix 7: Bloom’s Taxonomy   

Appendix 8: Template for Curriculum Map

Appendix 9: Sample Curriculum Map

Appendix 10: Assignment Alignment with Course-Based Outcomes

Appendix 11: Assignment Alignment with Course-Based Student Learning Outcomes - Example

- Template for Assignment-Specific Rubric       

Appendix 12: Rubric Template     

Appendix 13: Example of Rubric 

Appendix 14: Examples of Direct and Indirect Evidence

Appendix 15: Template to Track Changes following Assessment

Assessment: Academic assessment is a systematic and continuous process to collect, analyze and use information to improve student learning.

Direct Evidence: is tangible, visible, self-explanatory and compelling evidence of exactly what students have and have not learned.

Indirect Evidence: alternative evidence indicating that students are likely to be learning. Indirect evidence reflects on student learning rather than clearly demonstrates learning.

Student Learning Outcomes: Student learning outcomes refer to the knowledge, skills, abilities, and attitudes students demonstrate at the successful completion of their academic programs.

Program Educational Objectives: A statement of what a program intends to achieve or accomplish through certain activities or experiences; i.e., what a program provides or accomplishes for its students, faculty/staff or institution.

Program Assessment: A combination of assessments techniques, data collection and analysis about student achievement for learning outcomes at the classroom and course levels, and leading to improvements of the academic program.

Rubric: Rubric is a tool that helps to make subjective measurements as objective, clear, and consistent as possible by defining the criteria on which performance should be judged.

Student Learning Assessment Plan (SLAP): A document that outlines what will be assessed and how and when the assessment will occur. Assessment plans contain the program outcomes, timeline, assessment methods, and expected results.

Student Learning Assessment Report (SLAR): A document that summarizes the results of assessments during a specified period and outlines what actions will be taken as a result of those assessments. An assessment report contains the outcomes assessed, a summary of assessment results, a summary of how the results were disseminated and the proposed improvements for the program or curriculum.

 

Assessment Resource websites

Assessment Planning, Assessment tools, free webinars, articles, et. al

ABET on-line: https://www.abet.org/accreditation/get-accredited/assessment-planning/

 

Understanding assessment. Best practices. Designing viable assessment plans. Considering important questions in assessment. General resources for assessment of student learning. American Psychological Association’s Assessment CyberGuide:

https://www.apa.org/ed/governance/bea/assessment-cyberguide-v2.pdf 

 

Association of Institutional Research Resource Page: http://www.airweb.org/pages/default.aspx

 

California State University Website on Assessment and Student Learning Outcomes: http://www.calstate.edu/itl/assessment   

 

Assessment at Truman State University: http://assessment.truman.edu/index.htm

 

Do Grades Make the Grade for Program Assessment? Assessment Tips with Gloria Rogers: http://www.abet.org/wp-content/uploads/2015/04/do-grades-make-the-grade.pdf

 

Assessment, evaluation and research resources – NASPA: https://www.naspa.org/constituent-groups/kcs/assessment-evaluation-and-research/resources

 

Vicki Golich, Thinking about Assessment: https://www.researchgate.net/publication/228542781_Thinking_about_assessment  

 

Assessment Methods

 

Diane M. Enerson, Kathryn M. Plank, and R. Neill Johnson, Classroom Assessment Techniques:

https://www.schreyerinstitute.psu.edu/pdf/Classroom_Assessment_Techniques_Intro.pdf

 

The K. Patricia Assessment Academy: https://kpcrossacademy.org/

 

Student Portfolio as an Assessment Tool

Portfolio Handbook. Missouri Department of Elementary and Secondary Education.  Retrieved from https://dese.mo.gov/sites/default/files/Portfolio-Handbook.pdf

McDonald, E. Student Portfolios as an Assessment Tool.  (2011). Retrieved from https://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.shtml

Rolheiser, C., Bower, B., Stevahn, L. (2000).  Portfolio Organizer. Retrieved from http://www.ascd.org/publications/books/100046/chapters/Determining-the-Basics-of-Student-Portfolios.aspx

SUNY Geneseo: https://www.geneseo.edu/sites/default/files/sites/education/p12resources-portfolio-assessment.pdf

Creating an E-Portfolio

Creating an E-Portfolio.  Whitworth University

http://libguides.whitworth.edu/eportfolios

Free ePortfolios.  FolioSpaces.

https://www.foliospaces.org/

Creating an ePortfolio Using Google Sites. Montclair State University https://www.montclair.edu/media/montclairedu/oit/documentation/eportfolios/Google-Sites-ePortfolio-3-13-PF-Final.pdf

E-Portfolio Resources: Creating an E-Portfolio with Google Sites http://library.fvtc.edu/c.php?g=340731&p=2293691

 

Educational Objectives. Learning Outcomes

Major Categories in the Taxonomy of Educational Objectives. Retrieved from

http://krummefamily.org/guides/bloom.html

 

Spalding, H, Williams D, Wise, V.  2014, May. Designing and assessing learning outcomes: A Framework for Co-Curricular Sustainability Programs. Journal of Sustainability Education. Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1040&context=elp_fac  

 

Statement of Mutual Responsibilities for Student Learning Outcomes: Accreditation, Institutions, and Programs, Council for Higher Education Accreditation

https://www.chea.org/statement-mutual-responsibilities-student-learning-outcomes-accreditation-institutions-and-programs

 

Designing Rubrics

Assessment for Learning. How to Design Rubrics. https://assessmentforlearning.edu.au/professional_learning/success_criteria_and_rubrics/success_design_rubrics.html

Designing Scoring Rubrics for Your Classroom, Craig A. Mertle, Bowling Green State University. http://pareonline.net/getvn.asp?v=7&n=25

Developing and applying rubrics. California State University, Fresno https://www.uog.edu/_resources/files/administration/_assessments/assessment-rubrics-6.doc

Scoring Rubrics: What, When and How?  Barbara M. Moskal, Associate Director of the Center for Engineering Education, Assistant Professor of Mathematical and Computer Sciences, Colorado School of Mines.  http://pareonline.net/getvn.asp%3Fv=7%26n=3

General Education Critical Thinking Rubric, Northeastern Illinois University.

https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Rubric-Critical-Thinking-NE-Illinois.pdf

 

Holistic Critical Thinking Scoring Rubric, Temple University https://teaching.temple.edu/sites/tlc/files/resource/pdf/Holistic%20Critical%20Thinking%20Scoring%20Rubric.v2%20%5bAccessible%5d.pdf

The Difference between Holistic and Analytic Rubrics, Colorado State University

https://writing.colostate.edu/guides/teaching/commenting/difference.cfm

 

 

Investigation Topic:  [What is being investigated?  i.e. Oral Communication Skills, Sequencing of courses, Effectiveness of Internship]

Objective: ·                     [To evaluate the effectiveness of student learning outcome:] 1.             2.

Rationale: [Why is this important?]

Assessment Schedule: TERM or DATE/YEAR [What will be done and when. i.e. Focus group, survey, portfolio review, review student work, compare/interpret results, report]

Description of Assessment Methods:    [For instance: Student Portfolios: A sample of students’ work in each of the five environmental courses will be compiled in student portfolios. These portfolios will be reviewed and analyzed by the Director and appointed faculty in order to assess the identified SLOs. Rubrics will be used to evaluate portfolios.   Annual Graduate Student Exit Survey: Measures students’ perceptions of ….]
Assessment Team:  Assessment is overseen by NAME, the Program Chair, with the participation of NAME AND NAME and support from the Office of Institutional Assessment and Accreditation. [For direct evidence assessments:  For instance: The Program Chair appointed FACULTY to form a subcommittee to conduct the assessment.   They will be responsible for writing the first draft which will then be circulated among program faculty for feedback. For indirect evidence assessment: For instance: The Program Chair will work with the OIRA Manager to develop and conduct appropriate surveys and focus group.]
Closing the Loop: Findings from various assessment methods  will be integrated and  used to: [How will /might the results be used:] ·                     ·

 

Investigation Topic:  [What was investigated?  i.e. Oral Communication Skills, Sequencing of courses, Effectiveness of Internship]

Objective: ·                     The objective of this Student Learning Assessment was [to evaluate the effectiveness of student learning outcome….] 1.             2.

Rationale: [Why was this important.] ·                     This topic was chosen because

Assessment Methods and Schedule: (What data was reviewed and when was it reviewed) TERM or DATE/YEAR [What will be done and when. i.e. Focus group (Fall); Graduate Student Exit Survey (Spring); Diagnostic Paper; Portfolio review, review student work, compare/interpret results, report]

Description of Assessment Methods:    [For instance: Student Portfolios: A sample of students’ work in NAME OF COURSE was compiled in student portfolios.  Rubrics were developed by WHO DEVELOPED THEM (attached) to evaluate the assignments. These portfolios were reviewed and analyzed by two faculty members in order to assess the identified SLOs.

Assessment Team:  Assessment was overseen by NAME who was appointed by the Program Chair. NAME and NAME participated in the review.  The team prepared a report and circulated it to faculty for input (or The report was reviewed during a faculty meeting on DATE.)  [For direct evidence assessments:  For instance: The Program Chair appointed FACULTY to form a subcommittee to conduct the assessment.   They will be responsible for writing the first draft which will then be circulated among program faculty for feedback. For indirect evidence assessment: For instance: The Program Chair worked with the OIRA Manager to develop and conduct appropriate surveys and focus group. A report was reviewed, revised, and approved during the January faculty meeting.]

What do the results say? [This section should fully describe results.]

Closing the Loop: What will your program do with the results? What is your action plan? Findings from various assessment methods will be integrated and  used to: [How will /might the results be used:] ·                     ·

Where there any surprises?

This is a tool to help guide the development of course syllabi at the American University of Armenia.

Syllabus Checklist

As you prepare your syllabus, here are some questions to ask.

ü  Does the course align with the University's Mission  as set forth in the Mission Statement (https://assessment-ira.aua.am/about/the-aua-mission)?  

ü  Did you review the curriculum map? How does the course align with the Program's Goals and Outcomes?

ü  Does the course fit with other courses students have taken and will take? How?

ü  Have you reviewed the Program Student Learning Assessment reports as they relate to this course?

ü  Have you talked with the Program Chair and other faculty who have taught this course?

ü  How do the skills and knowledge developed in this course build upon those developed in previous courses? How do the skills and knowledge developed in this course provide a foundation for skills and knowledge required for advanced coursework?

ü  Does the syllabus cover the elements in the syllabus template?

Process

1.    Review AUA Mission Statement: https://assessment-ira.aua.am/the-aua-misssion/

2.    How does this course fit AUA’s mission?

3.    Review Program Goals and Student Learning Outcomes (online)

4.    How does this course align with the Program Goals and Student Learning Outcomes?

5.    Review Course Description (online)

6.    What does this course intend to cover?

7.    Review Curriculum Map

8.    How does this course fit into the rest of the program?

9.    Benchmarking - review similar course syllabi. What is generally covered in similar courses offered elsewhere?  Identify common resources, assignments, reading materials.

a.    Other US-accredited universities

b.    Other American universities abroad

c.    AUA: If the course was taught previously

10. Discuss with others on faculty

a.    Other faculty who have taught this course in the past

b.    Other faculty in the program (or cross program)

c.    Program Chair

d.    Dean

11. Review AUA Policy on Course Syllabus Format and Course Syllabus Template

12. Review Program Goals, Program Student Learning Outcomes, and the Curriculum Map

a.    Are there any prerequisites?

b.    What are students supposed to know, be able to do when they finish the course and at what level?

13. Draft course-based student learning outcomes

14. Draft a course outline (a breakdown of topics for each week)

15. Pay particular attention to course description, curriculum map, program goals and student learning outcomes, and university mission

a.    Are Student Learning Outcomes covered at the level noted in the curriculum map?

b.    Are the elements of the course description covered?

c.    Will students be prepared for the next course?

d.    Are the contents of the course description covered?

e.    How or in what way does this course promote or fit into AUA’s mission?

f.     What program goals and student learning outcomes does this course address? How?

g.    How do the skills and knowledge developed in this course build upon those developed in previous courses? How do the skills and knowledge developed in this course provide a foundation for skills and knowledge required for advanced coursework?

16. Think about and Draft Assignments, Activities and Assessment methods

a.    Are the assessment methods appropriate to the program goals and student learning outcomes, course-based student learning outcomes, course descriptions and university mission. (For example, in a public speaking course, a multiple-choice exam might not be the most appropriate means of assessment.)

b.    Are the assessment methods varied?

c.    Is there a balance between formative and summative assessment? (How will students get feedback during the course?)

d.    Are the assignments weighted properly?

e.    What assessment tools will be used (e.g. rubrics)?

f.     Will assessment methods provide useful information to students, faculty, program and university that will promote learning on all these levels?

g.    What assignments are most appropriate to the program goals and student learning outcomes, course descriptions and university mission?

h.    Review the workload? Does this correspond appropriately to the university’s credit-hour policy?

17. Draft course syllabi. Go back to number 6 above

18. Final Draft. Review with Program Chair.

 

 

Subject Code and Course Number:

Course Title:                                               Number of Credits:

Instructor Name: [Note: Include Teaching Assistants, if any]

Email Address:                                           Telephone Number:                     

[Note: Instructors are encouraged to use office telephone numbers as syllabi may be published online.]

Office Location:

Office Hours: [Note: Include Office Hours for Teaching Assistants, if any]

Term/Year:

Class Schedule: [For example, Mondays & Wednesday: 6 PM – 7:30 PM]

[Note: If not full semester course (e.g. module) include dates of first and last class and total instruction time. For example, Course Dates: October 1 – December 10]

Prerequisites: [Note: Include course number(s) and title(s). If there are no prerequisites or co-requisites, please write “None.”] 

Co-Requisites: [Note: Include course number(s) and title(s). If there are no co-requisites or co-requisites, please write “None.”]

Course Description: [Note: This should be taken word for word from the Catalog (catalog.aua.am).]

Required Materials: [Note: This should include all required materials: Textbooks, readers, calculator….]

Schedule & Topics: [Note:  Review and Q&A in preparation for exams should be scheduled and noted on syllabus.]

 

Course Syllabus is subject to change to address student needs.

Week	Topic	Reading		Non-Reading Home Tasks
1
2
3
4
5
6
7	[For example: Summary and Synthesis of Topics in Weeks 1-6]
8	[For example: Review of Mid-Term Exam. Focus on areas where mid-term performance indicates need for reinforcement or supplemental work]
9
10
11
12
13
14
15

 

Student Learning Outcomes:

The following chart shows alignment between course-specific and program student learning outcomes and program goals. [Note: in determining course-specific outcomes, it is important to review the academic program’s curriculum map to relate the appropriate skill level if specified (e.g. beginner, intermediate, and advanced. Student Learning Outcomes should be clear, attainable, and measurable.)

 

Course-based Student Learning Outcomes  In this course, students will be able to:	Program Student Learning Outcomes  Students will be able to:	Program Goal
[For example: Identify the basic methods used to study the interrelations among language, culture and social interaction, including ethnography of communication, conversation and discourse analysis, and dialectology.]	[For example: 2.4 Identify and describe the nature and function of language as a human attribute, including language acquisition, language and society, language and culture, language and thought. (Beginner Level)]	[For example: 2. Equip student with analytical skill in linguistics, communications and literary criticism].

 

Course Structure [Note: How will the course be taught?  For example: “Instructor-led class will meet twice per week. Home tasks include readings, problem sets, and progress made on final group presentation. All home tasks must be completed before the discussion starts.” OR “Instructor-led class which requires weekly in-class presentations. Home tasks include reading and problem sets.”]

Method of Evaluation [Note: These should be fully described, see examples below. Rubrics should be attached to the syllabus as appropriate or supplemented when the assignment is announced.  Evaluation methods should link to both course-based and program student learning outcomes. How will this particular method of evaluation help students learn and faculty assess the intended student learning outcomes? Information regarding how students will receive feedback on assignments or evaluation methods should be noted as appropriate.]

 

Student learning will be evaluated on the basis of the following weighted components:

 

• (#%)

• (#%)

• (#%)

• (#%)

 

 

 

Library and Media/Technology Use

 

Late Policy

 

Make-up Procedures

 

Policy on Grade Appeal

Students are entitled to appeal grades in line with the university’s Grade Policies policy which is available online at http://policies.aua.am/policy/11

Standards for Academic Integrity

Students are required to conduct themselves in an academically responsible and ethical manner in line with AUA’s Student Code of Ethics. Acts of academic dishonesty impair the academic integrity of AUA and create an unfair academic advantage for the student involved and other member(s) of the academic community. These acts are subject to disciplinary measures as prescribed in the AUA Student Code of Ethics, http://policies.aua.am/policy/10

The Student Code of Conduct can be found at http://policies.aua.am/policy/101

Special Needs:

Students requesting special accommodations for learning should contact the Office of Student Affairs, studentaffairs@aua.am, https://studentaffairs.aua.am/disability-support-services/ by the end of the Add/Drop period with such requests. 

 

Template for Assignment-Specific Rubric

 

 

 

 

 

Figure 1: Bloom's Revised taxonomy. Retrieved from https://www.niallmcnulty.com/2019/12/introduction-to-blooms-taxonomy/ 

 

Definitions	I. Remembering	II. Understanding	III. Applying	IV. Analyzing	V. Evaluating	VI. Creating
Bloom’s Definition	Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.	Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.	Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.	Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.	Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.	Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Verbs	•      Choose •      Define •      Find •      How •      Label •      List •      Match •      Name •      Omit •      Recall •      Relate •      Select •      Show •      Spell •      Tell •      What •      When •      Where •      Which •      Who •      Why	•     Classify •     Compare •     Contrast •     Demonstrate •     Explain •     Extend •     Illustrate •     Infer •     Interpret •     Outline •     Relate •     Rephrase •     Show •     Summarize •     Translate	•      Apply •      Build •      Choose •      Construct •      Develop •      Experiment with •      Identify •      Interview •      Make use of •      Model •      Organize •      Plan •     Select •     Solve •     Utilize	•      Analyze •      Assume •      Categorize •      Classify •      Compare •      Conclusion •      Contrast •      Discover •      Dissect •      Distinguish •      Divide •      Examine •      Function •      Inference •      Inspect •      List •      Motive •      Relationships •      Simplify •      Survey •      Take part in •      Test for •      Theme	•      Agree •      Appraise •      Assess •      Award •      Choose •      Compare •      Conclude •     Criteria •     Criticize •     Decide •     Deduct •     Defend •     Determine •     Disprove •     Estimate •     Evaluate •     Explain •     Importance •     Influence •     Interpret •     Judge •     Justify •     Mark •     Measure •     Opinion •     Perceive •     Prioritize •     Prove •     Rate •     Recommend •     Rule on •     Select •     Support •     Value	•      Adapt •      Build •      Change •      Choose •      Combine •      Compile •      Compose •      Construct •      Create •      Delete •      Design •      Develop •      Discuss •      Elaborate •      Estimate •      Formulate •      Happen •      Imagine •      Improve •     Invent •     Make up •     Maximize •     Minimize •      Modify •      Original •      Originate •      Plan •      Predict •      Propose •      Solution •      Solve •      Suppose •     Test •     Theory

 

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn & Bacon.

B=Beginner; I=Intermediate; A=Advanced

COURSE	1.1	1.2	1.3	2.1	2.2	2.3	3.1	3.2	3.3	4.1	4.2
Course Number and Name of Course	A		A			I			I

 

Student Learning Outcomes [Should be written out here]

1.1  

1.2

1.3

2.1     

2.2

2.3     

3.1     

3.2     

3.3     

4.1     

4.2     

 

Curriculum Map AUA Samples:

 

1.    BA in English and Communications:

https://assessment-ira.aua.am/wp-content/uploads/2016/06/BA-in-English-and-Communications-Curricular-Map.pdf

2.    BS in Engineering Science:

https://cse.aua.am/files/2019/07/BS-in-Engineering-Sciences-Curriculum-Map-1.pdf

3.    MBA:

https://cbe.aua.am/files/2018/07/MBA-Curriculum-Map.pdf

4.    MA TEFL:

https://catalog.aua.am/ma-tefl-curriculum-map/

 

 

 

 

 

 

Explicitly and clearly linking course outcomes to assignments and activities helps students understand the learning process and the value of their work.   It is important to explain how small assignments might help students successfully complete a larger assignment (scaffolding) such as research project, presentation, final paper. What skills does an assignment help develop? What types of assignments will allow students to demonstrate learning? What student learning outcomes does an assignment address?  

How a course is aligned to the program (program goal and program student learning outcome) is defined on the program curriculum map.

This describes how your course aligns with the program student learning outcomes.

University Mission	Program Goal	Program Student Learning Outcomes Students will be able to:	Course-based Student Learning Outcomes In this course, students will be able to:	Activity/ Assignment
[The American University of Armenia aims to have an impact on students and the community as a center of academic excellence, innovation, inquiry, and diversity that contributes to the further development and advancement of Armenia, the region and the world through teaching and scholarship, fostering creativity, integrity and community service]	[For example Program Goal 4: Develop articulate, conscientious leaders and problem solvers who are committed to contributing to their fields and society.]	[For example: 4.1 Produce and deliver written and oral presentations, and communicate with specialists and non-specialists using appropriate media and technology. (Beginner Level)]	[For example: Produce writing including, summaries and short essays (expositive and narrative) using the different stages of the writing process, including choosing a topic, brainstorming, outlining, drafting, soliciting feedback, revising, and editing.	[For example: Summary Assignment (graded); Comparison and Contrast essay (graded)]

Freshman Seminar 1 Assignments Alignment with Course-Based Student Learning Outcomes This chart identifies the connection between the assignments in this course and the expected student learning outcomes.

Assessment Weights for Assignments

Student Learning Outcomes

4.1. Produce and deliver written and oral presentations, and communicate with specialists and non-specialists using appropriate media and technology. 4.2. Think critically and creatively, conceptualizing real-world problems from different perspectives 4.3. Work productively in diverse teams and solve problems collaboratively. 5.1 Use common software and information technology to pursue inquiry relevant to their academic and professional fields, and personal interests. 5.2 Weigh evidence and arguments, and appreciate and engage in diverse modes of inquiry characteristic of historical, cultural, political, economic, and quantitative disciplines. 5.3 Properly document and synthesize existing scholarship and data, keep current with developments, conduct independent research, and discover and learn new material on their own.

4.1

4.2

4.3

5.1

5.2

5.3

Course-Based Learning Outcomes

a. Recognize and adhere to AUA’s standards for academic excellence and integrity.

b. Express ideas and opinions orally and in writing with increased confidence, fluency, and accuracy.

c. Produce writing including well-structured paragraphs, summaries, letters, and short essays.

d. Identify perspectives and values of author, speaker, or oneself and intended audience(s).

e. Contribute to class discussions by actively and respectfully listening and sharing ideas and opinions.

f. Reflect upon one’s own work and contribution to class and identify action steps for improvement.

g. Provide constructive feedback on written work and class participation.

h. Identify and utilize library and library resources to find information relevant to coursework.

i. Summarize and evaluate opinions and arguments made by a range of speakers

j. Identify and utilize university resources including the library, academic resource center, and writing lab that support academic and personal discovery, development and autonomy

k. Paraphrase, quote, cite and synthesize information and arguments from different sources.

10%

Dialogue Journals (5 per semester)

X

X

X

5%

Paragraph Assignment

X

X

X

X

X

10%

Summary Assignment

X

X

X

X

15%

Comparison/Contrast Essay

X

X

X

X

X

15%

Synthesis Essay

X

X

X

X

X

X

10%

Narrative Essay

X

X

X

X

X

20%

Class Contribution

X

X

X

X

X

5%

Self-Evaluation Reflection

X

X

X

X

X

X

4%

Center for Student Success Assignment

X

X

X

4%

Writing & Math Center Assignment

X

X

X

X

X

X

2%

Library Assignment

X

X

X

X