1. Assessing Student Learning
Planning, Implementing, Documenting
Dr. Fredrik deBoer Brooklyn College

2. Look at how the definition of the activity also lays out the process:
Begins with goals and mission
High Standards then gathering analyzing and interpreting.
(Note evidence) and the inclusion of document explain and improve

3. Why assess?
Improvement – to use data gathered in the assessment process to make our institution function better
External Accountability – evaluation by bodies such as CUNY, the state government, the accreditation agency, etc.
Internal Accountability – evaluation as directed by leadership within Brooklyn College such as the President or the office of the Provost
Transparency – an obligation as a public university to demonstrate to stakeholders like students, parents, and taxpayers that Brooklyn College is functioning as it should

4. Assessment is not…
Assessment is not a new innovation in higher education. Faculty have always undertake assessment, such as when grading. Faculty already make changes in their courses based on their sense of how well students have learned the material; assessment allows such changes to be based on better information.
Assessment is not administrators taking control away from faculty. The mission and student learning goals of a department must be decided by the faculty. Faculty must also decide what to assess, how to assess it, and what uses to make of assessment information. Administration and staff can help with planning, logistics, and reporting, but faculty ultimately decide what constitutes success or failure.
Assessment is not used to evaluate individual students. It is not another way of gathering information to use to exclude students from the college, particular programs, or graduation.
Assessment is not used to evaluate individual professors or to make personnel decisions.

5. Levels of assessment Institutional Program Classroom
How is the institution functioning as a whole? What is the “bird’s eye view”?
Program
Are students in specific departments and programs satisfying the expectations of those departments and programs? Are goals and outcomes being met?
Classroom
How well are specific sections of courses succeeding according to their goals as laid out in the syllabus? Are students being adequately prepared to meet the requirements of the course?

6. Program Assessment Elements
Mission Statement
Goals/Student Learning Outcomes
Curriculum Mapping and Assessment Cycle
Tools for Assessing (Direct and Indirect)
Closing the Loop

7. Methods Data Gathered in Regular Procedures Direct Indirect
Graduation Rates, Enrollment, Time-to-Degree
Direct
Rubrics evaluating student work
Multiple Choice Tests
Indirect
Surveys
Focus Groups
Interviews