Application of Statistics in Assessing Student Learning Outcomes

I. Introduction and Background

We need to demonstrate that assessment is a permanent, on-going process, not just an
event in conjunction with SACS.
SACS expects to see documentation on assessment activities from every program.
Use what you are already doing as much as possible:
Standards/requirements of professional associations and discipline-based accrediting
bodies
Local methods of assessing learning
Training and technical support available from:
Office of Institutional Research & Assessment
Center for Teaching and Learning
Outside consultants as needed
Sept 2004: Deans appoint coordinators within schools to oversee and report assessment
activities
Sept-Oct 2004: Training and technical assistance provided to program areas by Provost’s
Office
Jan 2005: Deans submit assessment plans from all program areas to Provost’s Office for
review and feedback.
June 2005: Deans submit reports on 2004-05 assessment activities, findings, and use of
results for improvements
Future cycles: Reports and new plans for future years due at academic year-end
II. Discussion
Focus is on assessing what are students are able to:
Know (cognitive),
Think (attitudinal)
Do (behavioral)
As a result of the educational program.
Purpose: To obtain information that can be used by program faculty to answer the
following questions:
 Are our students learning what we think is important?
Are they learning what they need to succeed in this field or profession?
Are we improving in our ability to help students learn?
Should our curriculum or teaching strategies be modified?
Are there other techniques or additional resources that would help our students learn
more effectively?
Program Review Process -- focuses primarily on measuring program inputs (quality of
entering students, faculty resources, etc.) and outcomes that are important to other areas
of the mission but not directly related to student learning (e.g., research productivity)
End-of-Course Instructor Evaluations – measure student perceptions about individual
teaching behaviors, not actual learning.
Individual Student Evaluations – assessment for program improvement purposes is based
on aggregated student performance data; not intended to give feedback to student.
III. Conclusion
I therefore conclude that, there is a lot of evaluation because it can assess through this
types
1. Program review process – In this area we can see the inputs of the students. For
example projects, assignments etc…
2. End of course evaluation – It is the student’s perception to be evaluated through their
behavior and attitudes inside the class room and how they act accordingly.
3. Individual self-evaluation – Here comes the profiling. During the quarter before the
end of the quarter, they knew they were okay or not, whether they're in or not. It is called
self-reflection. Portfolio is usually used here. With the help of portfolio the content is
outputs to students. The teacher will know soon enough if he or she is in class
And the best way depends on the teacher itself on how they will facilitate the students, on
how they will manipulate the subject matter. The more the teachers control the subject
the more that they know what they are doing and in addition to that the assessment result
might get better. .
IV. Recommendation
I am recommending this because it is an effective assessment task is one which assesses
students' attainment of the learning outcomes. Unit learning outcomes are what students
are expected to know, understand or be able to do in order to be successful in a unit.

V. Reflections
Through analyzing the result and effects of the said topic. I found out that it would be a
great benefit for both teacher and students to apply this kind of assessment. Where they
can both achieve the fullest of their ability and hone their teaching skills as well as letting
the students to learn more and grow more day to day.