Course Assessment

Course Assessment is designed to evaluate what students are learning in the classroom and how well they have met stated goals and objectives. The goals for the majors are the reference points used to measure progress and to determine whether the mission of the college is being accomplished.

Student learning outcomes assessment is done annually by all faculty members. Each faculty completes the assessment template for at least one course per year. These are reviewed by the Student Learning Assessment Committee. A summary is provided to each division. The faculty then reviews all course assessments, considers how well goals and objectives of the major are achieved, and if established standards are met. Based on this information, changes are recommended and implemented.

Classroom Assessment Techniques

The list below is taken from Classroom Assessment Techniques by Thomas A. Angelo and K. Patricia Cross. Each academic division has a copy of this manual. It provides faculty with method descriptions, how to administer them and examples.

The following techniques are listed on p.109 in this manual with reference to chapter numbers where they are explained with examples.

  • Analytical memos
  • Annotated portfolios
  • Application cards
  • Approximate analogies
  • Assignment assessments
  • Audio and videotaped protocols
  • Background knowledge probe
  • Categorizing grid
  • Chain notes
  • Classroom assessment quality circles
  • Classroom opinion polls
  • Concept maps
  • Content, form and function outlines
  • Course-related self-confidence surveys
  • Defining features matrix
  • Diagnostic learning logs
  • Directed paraphrasing
  • Documented problem solutions
  • Double-entry journals
  • Electronic mail feedback
  • Empty outlines
  • Everyday ethical dilemmas
  • Exam evaluations
  • Focused autobiographical sketches
  • Focused listing
  • Goal ranking and matching
  • Group-work evaluations
  • Human tableau or class modeling
  • Interest/knowledge/skills checklists
  • Invented dialogs
  • Memory matrix
  • Minute paper
  • Misconception/pre-conception check
  • Muddiest point
  • One-sentence summary
  • Paper or project prospectus
  • Pro and con grid
  • Problem recognition tasks
  • Process analysis
  • Productive study-time logs
  • Profiles of admirable individuals
  • Punctuated lectures
  • Reading rating sheets
  • Recall, summarize, question, comment, and connect (RSQC2)
  • Self-assessment of ways of learning
  • Student-generated test questions
  • What's the principle?
  • Word journal

Useful Academic Program Review Links:

Sample Rubrics

Teaching Goals Inventory Template