Terms and Definitions
Most of the definitions below come from the Higher Learning Commission’s “Fundamentals of Student Learning Outcomes Assessment” course.
| Term | Standard Definition |
|---|---|
| Artifact | An object created by students as evidence of progress, experience, or achievement. |
| Assessment | The systematic collection, review and use of information to understand and improve learning and educational programs and services. |
| Benchmark | Specific performance standards or targets against which success is gauged (e.g. 70%). Benchmarks can also be set to compare college performance data with local, regional, or national data. |
| Closing the Loop | Using assessment results to improve student learning/success. |
| Co-curricular | Learning activities, programs and experiences that complement the formal curriculum and reinforce course, program, or institution-wide learning outcomes. |
| Course or Co-curricular Learning Outcomes (CLOs) | Statements that clearly indicate the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire from a specific course or co-curricular experience. |
| Curriculum Map | A matrix that identifies which courses, events and activities support the learning outcomes at the course, program or institutional level. |
| Direct Assessment | Evaluating tangible, observable evidence of a student’s skills, knowledge, and abilities, related to a specific learning outcome. For example, exams, assignments, presentations, and performances. |
| Formative Assessment | Assessing learning during the process of learning that allows for monitoring the progress students are making toward achieving learning outcomes. For example, a midpoint exam in a course, a final exam in a mid-level course, a competency development checklist, or a developmental rubric. |
| Institutional Learning Outcomes (ILOs) | Outcomes that provide a shared, system-wide articulation of expectations for all students as degree and certificate recipients. May stand alone or serve as General Education outcomes. |
| Indirect Assessment | Perceptions, reflections, or secondary evidence to make inferences about student learning. For example, surveys of employers, students’ self-assessments, and admissions to graduate schools. |
| Measures | Tests, checklists, scales/ratios, rubrics, survey, etc. that allow for the monitoring of student progress toward achievement of learning outcomes. |
| Methods | Ways in which students demonstrate or report their knowledge skills, or experiences. |
| Performance Indicators | Key characteristics, elements, categories or components that define successful achievement of a learning outcome. |
| Program Learning Outcomes (PLOs) | Statements that clearly indicate the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire by completing a degree or certificate program. |
| Qualitative Data | Data that is collected using questionnaires, interviews, or observation, and may appear in narrative form. Examined for patterns or meaning, allowing for the identification of themes and may lead to quantitative analysis. |
| Quantitative Data | Data that can either be counted or compared on a numeric scale which allows for statistical analysis. |
| Rubric | A measurement tool for assessing student performance. A rubric is a matrix that lists performance indicators for a learning outcome, and describes a range of acceptable performance. |
| Student Learning Outcomes | Statements that clearly indicate the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution of higher education. They should be specific to various levels (institution, program, course), clearly expressed and easily understandable by multiple audiences. (NILOA). |
| Summative Assessment | Conducted at the end or after a class, program or event to assess achievement relative to a desired outcome. |