The Rubric Meets the Road in Law Schools: Program Assessment of Student Learning Outcomes as a Fundamental Way for Law Schools to Improve and Fulfill Their Respective Missions

2018 ◽  
Author(s):  
Marie Summerlin Hamm ◽  
Benjamin V. Madison ◽  
Ryan P. Murnane
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Program Assessment ◽  
Law Schools ◽  
The Road ◽  
Assessment Of Student Learning

Planning for Assessment of Student Learning Outcomes: A Process within Your Grasp

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathleen Connolly ◽  
Sandra DeYoung
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Nursing Student ◽  
Student Learning Outcomes ◽  
Outcome Data ◽  
Assessment Process ◽  
The Public ◽  
Assessment Of Student Learning ◽  
College Of Nursing ◽  
Total Program

Assessment in educational institutions is mandated by the public and by accrediting organizations. Faculty must plan for program assessment within the context of the college or university goals and assessment projects. Within the department or college of nursing, student learning outcomes must be assessed at the total program level and at the course and classroom levels. Faculty who are motivated to plan assessments and use outcome data should take leadership in the process. The process consists of determining the outcomes to be assessed, the measures to be used, and the standards to be reached. When data has been collected, it must be evaluated and used to make improvements. Finally, the assessment process itself should be assessed. This article gives examples of assessment methods for all levels of assessment at the institution, but especially at the program and course levels. A departmental assessment blueprint is included. The end result of implementation of an assessment plan is that at every level of the institution, excellence should be enhanced.

scholarly journals Assessment of Student Learning in SocialWork Education: The Indiana Model

10.18060/14 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 128-151 ◽  
Author(s):  
Barry R. Cournoyer
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Integrated Approach ◽  
Student Learning Outcomes ◽  
Learning Objectives ◽  
Learning System ◽  
Learning Assessment ◽  
Accreditation Standards ◽  
Assessment Of Student Learning ◽  
Development Assessment

In this paper, the author discusses assessment of student learning in light of evolving accreditation standards. The author describes the Indiana Model—a comprehensive approach that includes: (a) a Course-Learning Objectives (CLO) classification system to organize and analyze the total array of course learning objectives addressed in a curriculum, (b) a direct Assessment of Student Learning system to demonstrate student learning outcomes, and (c) an indirect Assessment of Student Learning system to provide for the perspectives of consumers and other stakeholders. When integrated, the three systems may be used for curriculum analysis and development, assessment of student learning, and program evaluation—particularly in terms of student learning outcomes. The proposed integrated approach to student learning assessment addresses both university and professional accreditation standards.

scholarly journals PENGUASAAN MODEL PENILAIAN HASIL BELAJAR DALAM MERAIH MUTU SEKOLAH OLEH KEPALA SEKOLAH MELALUI SUPERVISI AKADEMIK DI SMPN 41 MEDAN

2020 ◽  
Vol 28 (1) ◽  
pp. 39
Author(s):  
Lukman Pardede ◽  
Dewi Lestari Pardede
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Assessment Model ◽  
Learning Outcomes Assessment ◽  
Internal Assessment ◽  
Ideal Standards ◽  
Assessment Of Student Learning

This study aims at determining the extent of the application of academic supervision in improving the performance of school principals in applying the learning outcomes assessment model at SMPN 41 Medan. Assessment consists of external assessments and internal assessments. External assessments are assessments made by other parties who do not carry out the learning process. External assessments are carried out by an institution, both domestic and foreign, intended among other things to control quality. While internal assessments are assessments planned and carried out by the teacher during the learning process. Class assessment is part of an internal assessment (internal assessment) to determine student learning outcomes towards mastery of competencies taught by the teacher. The aim is to assess the level of achievement of student competencies that are carried out when learning takes place and the end of learning. The assessment of student learning outcomes is carried out by the teacher to monitor the process, progress, development of student learning outcomes in accordance with their potential and expected abilities on an ongoing basis. Assessment can also provide feedback to teachers in order to improve planning and learning processes. In this surveillance action research carried out in 3 cycles, the results of the actions taken are proven to improve the quality of schools by achieving ideal standards. From 64.25% in Cycle 1, it can be increased to 73.75% in Cycle II, and in the third cycle to 83.25% and has met the ideal standard.

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

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