Student Learning Outcomes

Choosing the Right Assessment
Assessment Tool	Data Direct or Indirect	Domain Cognitive, Psychomotor, or Affective	Formative or Summative	Bloom's Knowledge, Comprehension, Application or Analysis/ Synthesis/Eval
Abbreviation	D or I	C, P or A	F or S	K, C, A, ASE	Pros	Cons
Multiple Choice Exam	D	C	F & S	K, C if carefully constructed A, S, & E	easy to grade objective	reduces assessment to multiple choice answers
Licensing Exams	D	C	S	K, C, A	easy to score and compare	no authentic testing, may outdate
Standardized Cognitive Tests	D	C	S	K, C, A?	comparable between students	heavily dependent on exposure to topics on test
Checklists	D	C, A, P	F, S	variable	very useful for skills or performances students know exactly what is missing	can minimize large picture and interrelatedness Evaluation feedback is basically a yes/no - present/absent - without detail
Essay	D	C, A	F, S	K, C, A, ASE	-displays analytical and synthetic thinking well	time consuming to grade, can be subjective
Case Study	D	C, A	F, S	K, C, A, ASE	-displays analytical and synthetic thinking well -connects other knowledge to topic	creating the case is time consuming, dependent on student knowledge form multiple areas
Problem Solving	D	C	F, S	K, C, A, ASE	displays analytical and synthetic thinking well authentic if real world situations are used	difficult to grade due to multiple methods and potential multiple solutions
Oral Speech	D	C	F, S	variable K, C, A, ASE	easily graded with rubric allows other students to see and learn what each student learned connects general education goals with discipline-specific courses	difficult for ESL students stressful for students takes course time must fairly grade course content beyond delivery
Debate	D	C, A	F, S	K, C, A, ASE	provides immediate feedback to the student reveals thinking and ability to respond based on background knowledge and critical thinking ability	requires good rubric more than one evaluator is helpful difficult for ESL students stressful for students takes course time
Product Creation & Special Reports	D	C, P, A	F, S	variable K, C, A, ASE	students can display skills. knowledge, and abilities in a way that is suited to them	must have clearly defined criteria and evaluative measures "the look" can not over-ride the content
Flowchart or Diagram	D	C	F, S	C, A, ASE	displays original synthetic thinking on the part of the student perhaps the best way to display overall high level thinking and articulation abilities	more difficult to grade, requiring a checklist or rubric for a variety of different answers difficult for some students to do on the spot
Portfolios	D	C, P	S	variable	provides the students with a clear record of their work and growth best evidence of growth and change over time students can display skills. knowledge, and abilities in a way that is suited to them promotes self-assessment	time consuming to grade different content in portfolio makes evaluating difficult and may require training bulky to manage depending on size
Exit Surveys	D, I	A	S	ASE	provides good summative data easy to manage data if Likert-scaled responses are used	Likert scales limit feedback, open-ended responses are bulky to manage,
Performance	D	C, P	F, S	variable K, C, A, ASE	provides best display of skills and abilities provides excellent opportunity for peer review students can display skills. knowledge, and abilities in a way that is suited to them	stressful for students may take course time some students may take the evaluation very hard - evaluative statements must be carefully framed
Capstone project or course	D	C, P , A	F, S	ASE	best method to measure growth overtime with regards to a course or program - cumulative	focus and breadth of assessment are important understanding all the variables to produce assessment results is also important may result in additional course requirements requires coordination and agreement on standards
Team Project	D	C, A	F, S	variable K, C, A, ASE	connects general education goals with discipline-specific courses	must fairly grade individuals as well as team grading is slightly more complicated student interaction may be a challenge
Reflective self- assessment essay	D, I	C, A	S	ASE	provides invaluable ability to evaluate affective growth in students	must use evidence to support conclusions, not just self-opinionated assessment
Satisfaction and Perception Surveys	I	C, P, A	S	C, A, ASE	provides good indirect data data can be compared longitudinally can be used to determine outcomes over a long period of time	respondents may be influenced by factors other than those being considered validity and reliability most be closely watched
Rubrics	D	C, A	F,S	Variable ASE	Defines clear expectations	Too standardized

Definitions

Direct – straightforward explanation

Indirect - not straightforward; devious; deceitful

Cognitive - pertaining to the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes

Psychomotor - relating to movement or muscular activity associated with mental processes, especially affects, as in psychomotor slowing associated with depression

Affective - expressing emotion or feeling

Formative - pertaining to formation or development

Summative - a review or recapitulation of previously stated facts or statements, often with a final conclusion or conclusions drawn from them

Knowledge - acquaintance with facts, truths, or principles, as from study or investigation; general erudition

Comprehension - The act or fact of grasping the meaning, nature, or importance of; understanding

Application - the act of putting to a special use or purpose

Analysis - the separating of any material or abstract entity into its constituent elements

Synthesis - the combining of the constituent elements of separate material or abstract entities into a single or unified entity

Evaluation - to examine and judge carefully; appraise

Chabot College

Student Learning Outcomes