Assessment Mapping

With the student learning outcomes (SLOs) developed, the next step is to figure out how to assess each of the SLOs. A useful approach to do so is to use the Curriculum Map as the foundation to build an “Assessment Map” that specifies how each SLOs will be measured. This mapping exercise helps ensure the SLOs are assessed in a systematic and thoughtful manner, ideally capturing student growth throughout the curriculum, and employing multiple methods and measures. Just as we advocate for sufficient opportunities of increasing depth and sophistication throughout the curriculum that allow students to develop the desired knowledge, skills and/or attitudes, we should assess student learning along the way to document their progress.

Example Assessment Map:

Assessment Planning for SLO1 (*D = Direct Assessment; I = Indirect Assessment)
Course	Curriculum Mapping	Assessment Method	Criteria for Success	Time Frame	Student Sample	Responsible Parties
100	Introduced	Concept Inventory (D*)	80% of students answer 85% or more questions correctly	Beginning (Pre) & End (Post) in Fall semester	All enrolled students	Course 100 coordinator
101
200	Developed	n/a	n/a	n/a	n/a	n/a
230
300	Developed	Short-answer Question (D); Student Reflection (I)	80% of students receive full score on the essay question; Majority of student reported positive growth on the SLO	Mid (Short-answer question) & End (Student reflection) in Spring semester	A sample of 25% of enrolled students	Lead faculty of Course 300
350
401	Mastered	Final Project (D)	90% of students receive “Satisfactory” on the final project	End of Spring semester	A sample of 25% of enrolled students	2 Faculty volunteers of Course 401
After Graduation		Alumni Survey (I)	An average of 4 (out of 6) or higher average rating	3 years after graduation	All alumni	Department coordinator

Ideally for each SLO:

• Student learning is assessed at each of the levels at which the SLO is addressed in the curriculum - “Introduced,” “Developed” and “Mastered.” This would provide evidence on positive growth (“value-added”) of students’ knowledge, skills or attitudes develop throughout the curriculum - think pre/post design!
• Assessment involves both direct and indirect measures, and triangulation between quantitative and qualitative methods.
• Focus on embedded assessment - think about what is already happening in the course, curriculum or program, and adapt it for assessment purposes!
• Think about assessment methods that can yield data for multiple SLOs