Resources
Assessment Tools and Resources
The annotated list below includes general resources on assessment and its uses for continuous improvement, specific tools and guidelines used by other institutions and scholarly papers on assessment in higher education.
If there is a resource you would like to share please send the information to assessment@luc.edu.
| Resource Name | Brief Description | Resource Link |
|---|---|---|
General resources on student program learning outcomes assessment |
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|
National Institute for Learning Outcomes Assessment (NILOA) |
Universally helpful site with consistently relevant content. Check often. |
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|
NILOA report on a 2009 survey--sent to provosts or chief academic officers at all regionally accredited, undergraduate-degree-granting, two- and four-year, public, private, and for-profit institutions in the U.S. (n=2,809)--on assessment activities and data use at their institutions. |
|
|
Watermark Essential guide to assessment strategies |
Basic guide to assessment process with good graphics |
|
|
Fong Bloom, M. (2010, September). Peer review of program assessment efforts: One strategy, multiple gains. Assessment Update, 22(5), 5-7, 16 |
A description of program assessment review at two institutions. Useful process guidance for us. |
|
|
Assessment 2020: Seven propositions for assessment reform in higher education |
Perspectives on higher education assessment from the Australian Learning & Teaching Council |
|
|
Hatfield, S. Assessing Your Program-Level Assessment Plan Assessment Resources :: Andrews University. (2009). Assessment Resources :: Andrews University. |
Gives examples of program effectiveness goals and student learning outcomes, as well as explains differences between them. Emphasizes that assessment needs to occur regularly. |
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Tools and guides from various institutions |
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Bloom's Taxonomy: Cognitive Domains |
Resource from University of Waterloo; used this on slides. Second page is very useful regarding "learning activities" that line up with Bloom's. |
|
|
Revised Bloom's Taxonomy |
Visually compelling resource from Iowa State on using Bloom's in program learning outcomes |
|
|
Loyola University Guide to Writing Program Learning Outcomes |
Document developed by Loyola assessment experts on how to write program learning outcomes. Additional resources are provided in the document. |
|
|
How to Write Program Objectives/Outcomes |
Good overall discussion and guidance about writing outcomes from University of Maryland |
|
|
Student Learning Outcomes resource site-UNC |
UNC has many helpful resources. They are accredited by a different agency than HLC, one that seems more prescriptive, so their resources are a bit more developed. But still a good models for us |
Academic Program Assessment and Student Learning Outcomes Assessment |
|
NILOA Curriculum Mapping toolkit |
Excellent resource we use in our sessions |
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|
Curriculum Mapping |
Curriculum mapping overview from SD state |
|
|
Curriculum Mapping |
Examples and links to other guides from University of Wisconsin - Madison |
|
|
Loyola University Chicago Guide to assessing program learning outcomes |
Developed by Loyola assessment experts on how to assess program learning outcomes. Additional resources are provided in the document. |
|
|
Assessment of Student Learning |
Guides and templates from SLU on student program learning outcomes, curriculum mapping, assessment plans, assessment methods and use of data. |
|
|
Loyola Marymount University Assessment Resources |
Guides from Loyola Marymount on assessment plans, curriculum mapping, selecting assessment measures, collecting evidence, and rubrics. |
|
|
Methods of Assessing Student Learning-UNC |
List of direct assessment measures that is particularly useful. |
|
|
Western Carolina Assessment Guide |
Guide from 2006, but still offers some good guidelines to look at for potential models. Additional resources are cited as well. |
|
|
UIUC Assessment Resources site |
UIUC (also accredited by HLC) has a number of good resources on this website. They also have reporting templates listed separately below. |
|
|
UIUC Annual Assessment report template |
UIUC Annual Assessment report template that addresses many elements of our assessment rubric. This looks like a particularly helpful model. |
|
|
Program Assessment Website |
Comprehensive assessment website from San Diego State with specific templates that may be useful |
|
|
Academic Program Assessment Plans – Guidelines and Templates |
Comprehensive assessment page from UW-Madison with a particularly helpful guide for creating assessment plans. Examples from all programs provided. |
|
|
Assessment Plans - NILOA |
Provides links to assessment plans from other institutions. An excellent resource, though some are a bit dated. |
|
Scholarly papers on relevant topics |
||
|
Pandemic Insights to Shape a Better Future: Assessment for Teaching, Learning, Equity, and Student Success |
Interesting 2022 report about the pandemic impact on student learning |
|
|
5 Principles of Peer Assessment |
A series of 2022 articles from the journal Assessment Update that outline principles to consider when designing peer-led assessment activities. |
|
|
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97. |
Reviews the current status of assessment in higher education. Includes lessons learned through research and development as well as common challenges that must be addressed in the future to further improve formative and shared assessment in higher education. |
|
|
Joyner (Melito), Helen S. (2016). Curriculum Mapping: A Before-and-After Look at Faculty Perceptions of Their Courses and the Mapping Process. Journal of Food Science Education, 15, 63-69. |
Pre-post surveys of faculty opinions on professional development on curriculum mapping indicate that level of administrative support is a key factor in successful faculty engagement. |
|
|
Fulcher, K.H., Swain, M.S., & Orem, C.D. (2012). Expectations for Assessment Reports: A Descriptive Analysis. |
A descriptive analysis of how institutions define good assessment via meta-assessment rubrics. |
|
The annotated list below includes general resources on assessment and its uses for continuous improvement, specific tools and guidelines used by other institutions and scholarly papers on assessment in higher education.
If there is a resource you would like to share please send the information to assessment@luc.edu.
| Resource Name | Brief Description | Resource Link |
|---|---|---|
General resources on student program learning outcomes assessment |
||
|
National Institute for Learning Outcomes Assessment (NILOA) |
Universally helpful site with consistently relevant content. Check often. |
|
|
|
NILOA report on a 2009 survey--sent to provosts or chief academic officers at all regionally accredited, undergraduate-degree-granting, two- and four-year, public, private, and for-profit institutions in the U.S. (n=2,809)--on assessment activities and data use at their institutions. |
|
|
Watermark Essential guide to assessment strategies |
Basic guide to assessment process with good graphics |
|
|
Fong Bloom, M. (2010, September). Peer review of program assessment efforts: One strategy, multiple gains. Assessment Update, 22(5), 5-7, 16 |
A description of program assessment review at two institutions. Useful process guidance for us. |
|
|
Assessment 2020: Seven propositions for assessment reform in higher education |
Perspectives on higher education assessment from the Australian Learning & Teaching Council |
|
|
Hatfield, S. Assessing Your Program-Level Assessment Plan Assessment Resources :: Andrews University. (2009). Assessment Resources :: Andrews University. |
Gives examples of program effectiveness goals and student learning outcomes, as well as explains differences between them. Emphasizes that assessment needs to occur regularly. |
|
Tools and guides from various institutions |
||
|
Bloom's Taxonomy: Cognitive Domains |
Resource from University of Waterloo; used this on slides. Second page is very useful regarding "learning activities" that line up with Bloom's. |
|
|
Revised Bloom's Taxonomy |
Visually compelling resource from Iowa State on using Bloom's in program learning outcomes |
|
|
Loyola University Guide to Writing Program Learning Outcomes |
Document developed by Loyola assessment experts on how to write program learning outcomes. Additional resources are provided in the document. |
|
|
How to Write Program Objectives/Outcomes |
Good overall discussion and guidance about writing outcomes from University of Maryland |
|
|
Student Learning Outcomes resource site-UNC |
UNC has many helpful resources. They are accredited by a different agency than HLC, one that seems more prescriptive, so their resources are a bit more developed. But still a good models for us |
Academic Program Assessment and Student Learning Outcomes Assessment |
|
NILOA Curriculum Mapping toolkit |
Excellent resource we use in our sessions |
|
|
Curriculum Mapping |
Curriculum mapping overview from SD state |
|
|
Curriculum Mapping |
Examples and links to other guides from University of Wisconsin - Madison |
|
|
Loyola University Chicago Guide to assessing program learning outcomes |
Developed by Loyola assessment experts on how to assess program learning outcomes. Additional resources are provided in the document. |
|
|
Assessment of Student Learning |
Guides and templates from SLU on student program learning outcomes, curriculum mapping, assessment plans, assessment methods and use of data. |
|
|
Loyola Marymount University Assessment Resources |
Guides from Loyola Marymount on assessment plans, curriculum mapping, selecting assessment measures, collecting evidence, and rubrics. |
|
|
Methods of Assessing Student Learning-UNC |
List of direct assessment measures that is particularly useful. |
|
|
Western Carolina Assessment Guide |
Guide from 2006, but still offers some good guidelines to look at for potential models. Additional resources are cited as well. |
|
|
UIUC Assessment Resources site |
UIUC (also accredited by HLC) has a number of good resources on this website. They also have reporting templates listed separately below. |
|
|
UIUC Annual Assessment report template |
UIUC Annual Assessment report template that addresses many elements of our assessment rubric. This looks like a particularly helpful model. |
|
|
Program Assessment Website |
Comprehensive assessment website from San Diego State with specific templates that may be useful |
|
|
Academic Program Assessment Plans – Guidelines and Templates |
Comprehensive assessment page from UW-Madison with a particularly helpful guide for creating assessment plans. Examples from all programs provided. |
|
|
Assessment Plans - NILOA |
Provides links to assessment plans from other institutions. An excellent resource, though some are a bit dated. |
|
Scholarly papers on relevant topics |
||
|
Pandemic Insights to Shape a Better Future: Assessment for Teaching, Learning, Equity, and Student Success |
Interesting 2022 report about the pandemic impact on student learning |
|
|
5 Principles of Peer Assessment |
A series of 2022 articles from the journal Assessment Update that outline principles to consider when designing peer-led assessment activities. |
|
|
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97. |
Reviews the current status of assessment in higher education. Includes lessons learned through research and development as well as common challenges that must be addressed in the future to further improve formative and shared assessment in higher education. |
|
|
Joyner (Melito), Helen S. (2016). Curriculum Mapping: A Before-and-After Look at Faculty Perceptions of Their Courses and the Mapping Process. Journal of Food Science Education, 15, 63-69. |
Pre-post surveys of faculty opinions on professional development on curriculum mapping indicate that level of administrative support is a key factor in successful faculty engagement. |
|
|
Fulcher, K.H., Swain, M.S., & Orem, C.D. (2012). Expectations for Assessment Reports: A Descriptive Analysis. |
A descriptive analysis of how institutions define good assessment via meta-assessment rubrics. |
|