Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba, & Banta, 1999)

Course-level Assessment refers to methods of assessing student learning within the classroom environment, using course goals, outcomes and content to gauge the extent of learning that is taking place.

Curriculum Mapping is an analytical approach that allows faculty to identify important components of program curricula, place them in relation to each other in a visual format, and then capture an overarching curricular structure to support cognitive scaffolding for further analysis. A curriculum map is a visual tool that can be used to introduce new students and faculty to the program, curriculum discussion, accreditation requirements, and provides an approach to systematically study the curriculum. Curriculum mapping is especially helpful in implementing an assessment plan. (Cuevas, Matvvev, & Feit, 2009)

Direct Assessment of Learning occurs when measures of learning are based on student performance or demonstrates the learning itself. Scoring performance on tests, term papers, or the execution of lab skills, would all be examples of direct assessment of learning. Direct assessment of learning can occur within a course (e.g., performance on a series of tests) or could occur across courses or years (comparing writing scores from sophomore to senior year).

Embedded Assessment is a means of gathering information about student learning that is integrated into the teaching and learning processes. Results can be used to assess individual student performance or they can be aggregated to provide information about the course or program. These assessments can be formative or summative, quantitative or qualitative. Example: as part of a course, expecting each senior to complete a research paper that is graded for content and style, but is also assessed for advanced ability to locate and evaluate web-based information and the use of appropriate technology.

Formative Assessment refers to the gathering of information or data about student learning during a course or program that is used to guide improvements in teaching and learning. Formative assessment activities are usually low-stakes or no-stakes; they do not contribute substantially to the final evaluation or grade of the student or may not even be assessed at the individual student level. For example, posing a question in class and asking for a show of hands in support of different response options would be a formative assessment at the class level. Observing how many students responded incorrectly would be used to guide further teaching.

Indirect Assessment of Learning uses perceptions, reflections or secondary evidence to make inferences about student learning. For example, surveys of employers, students' self-assessments, and grades are indirect evidence of learning.

Learning Outcomes are operational statements describing specific student behaviors that evidence the acquisition of desired knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational objectives of a program, and, ultimately, whether overall program goals are being successfully met. [Outcomes are sometimes treated as synonymous with objectives, though objectives are usually more general statements of what students are expected to achieve in an academic program. (Allen, Noel, Rienzi & McMillin, 2002)]

After articulating a mission statement, a department creates goals and outcomes, or locates already existing ones, and connects them to the mission statement, as well as the broader mission and goals of the school and college. Click here for helpful tips on creating learning outcomes and goals from the Middle States Handbook: Student Learning Assessment: Options and Resources, MSCHE (2nd Edition, 2007)

Rubrics are scoring tools that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

Summative Assessment is the gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands. When used for improvement, impacts the next cohort of students taking the course or program. Examples: examining student final exams in a course to see if certain specific areas of the curriculum were understood less well than others; analyzing senior projects for the ability to integrate across disciplines.