ASSESSING STUDENT

LEARNING OUTCOMES
ACROSS A CURRICULUM

RIZZA AMOR L. VELASCO

DAISY P. DELFIN SUMMARY
INTRODUCTION CONCLUSION
POSTSECONDARY SCIENTIFIC SCHOLARLY VALUE
PERSPECTIVES &
THEORITICAL
FRAMEWOKS
PURPOSES

SWEET AUBREY ESPINOZA

METHODS
 It allows educators to evaluate the
effectiveness of their teaching

INTRODUCTION 1 methods and make necessary

adjustments to ensure that students are
learning at an optimal level.
Why Assessing Student
Learning Outcomes is Ensure that students are acquiring the
Important? 2 knowledge and skills they need to
succeed in their future endeavors.
 Articulate faculty-identified issues that
INTRODUCTION potentially affect the validity and
3 interpretation of results across several
Why Assessing Student learning outcomes, and to show how
these issues were resolved
Learning Outcomes is
Important?
provides valuable feedback to both
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students and educators
POSTSECONDARY PERSPECTIVES
AND THEORETICAL FRAMEWORKS

The assessment is designed to investigate and resolve questions

that are raised by faculty about the quality and effectiveness of
student learning.

Assessments are specifically connected to courses taught in the

faculty’s current curriculum.

Individual students are not only demonstrating what they have

learned in an assessment, they are also learning while they are
Criteria for Assessment completing an assessment.
Design

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POSTSECONDARY PERSPECTIVES
AND THEORETICAL FRAMEWORKS

Assessors provide students with individual feedback. Students are

challenged and motivated by feedback to do their best work on an
assessment.

Assessors assist students to design their plans for further learning.

Faculty are motivated because they are designing an assessment to

Criteria for Assessment judge whether students can integrate content and competence.
Design

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POSTSECONDARY PERSPECTIVES
AND THEORETICAL FRAMEWORKS

Faculty members from across the disciplines and professions are

trained as assessors and are interested in the results and in ensuring
all students succeed.

Educational researchers are motivated because they are working

side by side with faculty in using disciplinary and professional
learning principles

Criteria for Assessment Students complete such instruments in an assessment center,

Design located outside of their classes.

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Purposes and Problems to Consider for Developing a New
General Education Assessment Across Disciplines and
Professions
Examine the assumption that investments and
benefits of performance assessments for
undergraduates develop as campus faculty—
across disciplines and professions—design
instruments for assessment center
administration outside-of-classes.

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Purposes and Problems to Consider for Developing a New
General Education Assessment Across Disciplines and
Professions

assess for integration and

transfer of student learning
outcomes across selected

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NATURE OF THE FACULTY-IDENTIFIED
PROBLEM

It examines the nature and scope

of the problem, highlighting the
concerns raised by faculty
members and their impact on the
curriculum.

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NATURE OF THE FACULTY-IDENTIFIED
PROBLEM

provide examples or case studies

to illustrate the problem in a
practical context

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NATURE OF THE FACULTY-IDENTIFIED
PROBLEM

explores the implications of the

identified problem for the broader
assessment practices within the
institution.

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