Assessment of Student Learning Website
Provost Philip J. Hanlon's Statement on Assessment
In the past several years, there has been a great deal of national discussion about the assessment of student learning in higher education. Students, their parents, public officials, and others have posed questions about the value of higher education, focusing particularly on the value added at the individual level. It is important to consider the contributions higher education makes to society as well. The University of Michigan is committed to continually improving the learning environment for our students and faculty. The University also participates in national efforts to develop effective tools for assessing student learning.
This University of Michigan website on the assessment of student learning provides information about assessment and evaluation activities ranging from macro-level data about student experiences to departmental materials used in select, individual courses. I hope you will find the resources available here to be useful.
Assessment Background and Resources
U-M Assessment Resources
A. Student learning and Effective Teaching
B. CRLT Assessment Projects
C. Large Studies and Data Sources on Student Learning in the
U-M Curriculum and Co-Curriculum
D. Materials from the Provost's Seminar on Teaching
E. Examples and Resources from U-M Departments, Schools, and Colleges
F. Data about U-M Students
Assessment Background and Resources
•CRLT Services for Assessment
•U-M Institutional Portrait
•Glossary of Assessment Terms
•Nine Principles of Good Practice for Assessing Student Learning
•AAC&U A Brief History of Student Learning Assessment (pdf)
•Classroom Assessment
•Scholarship of Teaching and Learning
•Internet Resources for Higher Education Outcomes Assessment
An extensive set of links including discussion groups, articles, handbooks; assessment methods for specific skills or content; individual institutions’ assessment related pages; links to state accrediting boards and commissions as well as accrediting bodies, such as the North Central Association’s Higher Learning Commission.
•AAC&U Rubrics for Evaluating Core Skills
A set of rubrics for evaluating AAC&U's 15 essential learning outcomes (e.g., critical and creative thinking, intercultural knowledge and competence, quantitative literacy, written and oral communication).
•Assessing Intercultural and Global Competence: Survey and Measurement Tools
U-M Assessment Resources
A. Student learning and Effective Teaching
B. CRLT Assessment Projects
C. Large Studies and Data Sources on Student Learning in the U-M Curriculum and Co-Curriculum
D. Materials from the Fall 2009 Provost's Seminar on Teaching:
What Are They Learning? Approaches to Assessing Student Learning
E. Examples and Resources from U-M Departments, Schools, and Colleges
•College of Engineering: Assessment for Curricular Change
•Exit Surveys
◦Psychology:
http://www.crlt.umich.edu/assessmentLSA/assessmentLSApdfs/Psychology.pdf
◦Women’s Studies:
http://www.crlt.umich.edu/assessmentLSA/assessmentLSApdfs/Women%27sStudiesSurvey.pdf
◦Classics:
http://www.crlt.umich.edu/assessmentLSA/assessmentLSApdfs/ClassicsExitSurvey.pdf
•ePortfolios
◦ePortfolios at U-M
ePortfolios are web-based tools used to support students in collecting, organizing, and reflecting on learning. The ePortfolio framework developed at U-M supports students in identifying and synthesizing learning and divides portfolios into two types: Competency Based Portfolios and Integrative Learning Portfolios. Competency based portfolios are repositories for students’ reflections on their learning in a particular program, while Integrative Learning Portfolios are not program-specific. ePortfolios generally include philosophy statements, goals statements, examples of student work, supporting materials, and a welcome page.
◦Dental Hygiene U-M Bachelor of Science in Dental Hygiene, School of Dentistry
Students in the U-M Online Degree Completion Program within the Bachelor of Science in Dental Hygiene Program create a portfolio that includes samples of work demonstrating their skills and their own reflections about their learning experiences. ◦U-M College of Engineering
The College of Engineering provides guidelines on its website for instructors who wish to use portfolios to assess their students’ learning. The website also offers links to sample rubrics for evaluating portfolios and examples of portfolio assessment at other engineering programs.
F. Data about U-M Students
•Cooperative Institutional Research Project (.pdf)
CIRP is a national survey of incoming students in whichU-M has participated since 1993. Items within the survey include students’ self-reported reasons for attending college in general and U-M in particular, their hopes and expectations for their educational experience, their views and attitudes regarding current social issues, and information on their family background and educational preparation. The Profile contains two types of comparative data: current U-M students versus those who entered ten years earlier, and U-M students compared to students at other research universities.
•Provost’s website
◦Student Statistics (Fall 2008) and Undergraduate Success and Progress Rate
http://www.provost.umich.edu/college_portrait/2009/index.html
◦Cost of Attendance and Financial Aid, and Undergraduate Admissions, and Degrees and Areas of Study
http://www.provost.umich.edu/college_portrait/2009/page2.html
◦The Community, Study at U-M, Local Surroundings, Student Housing, and Campus Safety, Immediate Plans of Spring 2008 Bachelor's Degree Recipients
http://www.provost.umich.edu/college_portrait/2009/page3.html
◦Academic Excellence and Student Research, Undergraduate Opportunities, Graduate Education, Libraries and Archives, Research, and Carnegie Classification of Institutional Characteristics
http://www.provost.umich.edu/college_portrait/2009/page4.html
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