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HULA REVIEW OF EXISTING ASSESSMENT INSTRUMENTS
IN THE HUMANITIES AND LIBERAL ARTS
2012
Roseanne Liufor HULA
1. List of Rubrics Clearinghouses2. Initial Catalog of Sample Assessment
Instruments3. Global List of Identified Assessment
Instruments
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Rubrics ClearinghousesThis page summarizes the claims of rubrics clearinghouses that were found on the NILOA "tools" "rubrics"webpage.
Denotes clearinghouses that specifically mention assessing humanities and liberal arts skills.
1) Association of American Colleges and Universities (AAC&U)'s Liberal Education and America's Promise(LEAP), Valid Assessment of Learning in Undergraduate Education (VALUE)
Efforts are currently underway to establish reliability measures for select Value rubrics. Faculty volunteersfrom across traditional disciplinary areas scored student work samples. Reliability scores are beingdeveloped to assess the degree of shared understanding of rubrics across and within disciplinary areas.Collaborative on Authentic Assessment of Learning (CAAL) is currently being developed to provide avirtual community where institutions can upload, share, and discuss their campus assessment resultsusing the VALUE rubrics.Developed interactive and userfriendly guides for implementing and communicating the results of usingVALUE rubrics for the assessment of general education programs. Drawing primarily from an eportfolioplatform, these online tools will demonstrate how to sample student eportfolio work, criteria for selectingappropriate rubrics and their application, and effective strategies for communicating results to variousstakeholder groups both on and off campus.
2) Bowling Green State University
Rubrics library stressing the developmental stages on each of the following areas: inquiry, critical problemsolving, decisionmaking, writing, presenting, participation and leadership.
3) California State UniversityFresno*
Contains a small library of rubrics on the following topics: Student Outcomes Assessment Plan (SOAP)and Annual Reports Ratings Rubric, Peer Evaluation of Teamwork, Valid Assessment of UndergradEducation (VALUE) rubrics (see #1 above), Theatre Arts Writing Rubric, Critical Thinking Rubric, ScoringGuide for Critical Thinking, Scoring Guide for Writing, Scoring Guide for Integrative Science, Upper DivisionIntegrative Arts and Humanities, CSB Quantitative Rubric, CSB Project Rubric, CSB Writing Rubric, CSBOral Presentation Rubric, Oral Presentation Rubric (from American Institute of Research), Developing aLeadership Porfolio (from Education Research and Administration); Political Science Writing Rubric.Fresno also has a rubrics guide for scoring student work.
4) Northern Arizona University*
Contains a small library of 5 sample rubrics for liberal studies skills: critical thinking, effective writing,effective oral communication, quantitative reasoning, scientific reasoning.Along with the sample rubrics, NAU provides other resources for supporting instruction aligned withassessment including a faculty guide to the liberal studies program, a syllabi template, an essay onlearnercentered education, activities and assignment ideas, techniques for writing, and RFP for minigrantsfunding assessment projects.
5) OpenEd Practicesinteractive search tool
The list of results also includes user ratings for that particular assessment tool or teaching and learningresource. This site is very similar to the HULA website idea.
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6) Rubric Assessment of Information Literacy Skills (RAILS)
RAILS is funded by the Institute for Museum and Library Services (IMLS) to investigate an analytic rubricapproach to information literacy assessment in higher education. Over three years, RAILS will yield a suiteof rubrics that can be used by academic librarians and disciplinary faculty to assess information literacyoutcomes.Provides a transferable model for analyzing rubric scoresProvides training materials for librarians, faculty, and LIS students who seek to use rubrics for informationliteracy assessmentProvides indicators of rater expertise in rubric scoringProvides local adaptations of rubrics, rubric assessment results, improvements to instructionalstrategies and services made on the basis of those results, and examples of increased student learningresulting from instructional improvements.
7) RCampus' iRubric
A comprehensive rubric development, assessment, and sharing library tool with over 213,000 rubrics.iRubric SchoolEdition empowers schools with an easytouse system for monitoring student learningoutcomes and aligning with standards.Includes an application for scoring rubrics electronically and are automatically adjusted to thecoursework grading scale and posted on the gradebook.
Additional notes:Login: roseannliuPW: hulaproject
iRubric is part of RCampus"a comprehensive Education Management System and a collaborative learningenvironment. At RCampus, you can do all your schoolrelated work from building personal and group websites tomanaging your courses, eportfolios, academic communities, and much more."
The personal free version provides electronic tools to help build things like ePortfolios and erubrics and allowsaccess to public rubrics. The paid version gives you access to a larger gallery of assessment tools (they don't doa very good job explaining what you get with the paid version that you can't get with the free version). The systemreminds me of Blackboardi.e., providing a suite of tools ("modules") for managing a classroom including theability to create smaller "study groups" (eCommunities), an electronic system for grading and for creatingassessment tools like rubrics (iRubric Assessment), and a system for maintaining portfolios (ePortfolio).
The iRubric modules allows you to search the gallery by grade level (K5, 68, 912, undergrad, grad, postgrad),by subject (general, accounting, art and design, biology, business, chemistry, communication, computers, dance,education, engineering, English, finance, foreign languages, geography, geology, health, history, humanities [6861rubrics], journalism, law, math, medical, music, nursing, pharmacy, philosophy, physical ed, physics, politicalscience, psychology, science, social sciences, test preparation, vocational) , and by type (the categories withinthis are not well definedother, assessment, assignment, attendance, class note, ePortfolio, exam, handout,homework presentation, project, quiz, reading, writing).
Emphasizes that this is a "turnkey" system and also had tutorial videos for creating rubrics.
8) RubiStar
A rubric library search toolA rubric development tool for creating rubrics in the following areas: oral projects, multimedia, math,writing, products, reading, art, work skills, science, and music.
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9) Stephen F. Austin State University*
A rubrics library consisting of 50 rubrics designed by various colleges and universities.Also contains links to other websites (mostly colleges) for information including assessment guidebooks,online discussions, and discipline specific assessments (some of the links do not work).
10) University of Hawaii at Manoa
Contains a rubrics bank of 30 rubrics.Also provides information on how to develop rubrics, learning outcomes, curriculum map, learningactivities, and a capstone project.
11) Waubonsee Community College
Provides a pdf for how to develop rubrics.
12) Association for the Assessment of Learning in Higher Education (AALHEhoused at Winona StateUniversity)*
A rubrics library contains 206 rubrics submitted by different colleges in the form of a list of links.
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Assessment ToolsAmerican Council on the Teaching of Foreign Languages
ACTFL Proficiency Guidelines 2012.htmlDetails Download 15 KB
National Survey of Student Engagement (2013).
2013 NSSE Instrument.pdfDetails Download 159 KB
NSSE_LSSSE_main_US_Q.pdfDetails Download 2 MB
CONFIDENTIAL_NSSE2011 Study time 85…Details Download 37 KB
Collegiate Learning Assessment (CLA), Collegiate Work Readiness Assessment (CWRA), and CommunityCollege Learning Assessment (CCLA)
CWRA_ScoringCriteria.pdfDetails Download 886 KB
CLAScoringCriteria.pdfDetails Download 1 MB
CCLA_sample_measures.htmDetails Download 30 KB
CLA_SampleReport.htmlDetails Download 5 KB
CWRA_sample_report.htmlDetails Download 5 KB
Higher Education Research Institutehome of Cooperative Institutional Research Program (CIRP)Not enough wiki memory to upload this file, but to download, go to "Click Here" on this website (provides a reallyorganized collection of instruments, explanation of research design):http://www.heri.ucla.edu/herisurveys.php
CIRPYFCY2012.pdfDetails Download 4 MB
CIRPTFS.pdfDetails Download 15 MB
CIRPFAC2010.pdfDetails Download 256 KB
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CIRPDLE2012.pdfDetails Download 154 KB
National Survey of Student Engagement (NSSE),Beginning College Survey of Student Engagement (BCSSE), andFaculty Survey of Student Engagement (FSSE)
NSSE_BCSSE_2008_April_Webinar.pdfDetails Download 388 KB
NSSE_FSSE_ReliabilityCoefficients.pdfDetails Download 93 KB
Teagle Foundation TriCollege Project Reports, Rubrics, and Learning Goals
Teagle_TriCollege_Swarthmore_English_…Details Download 169 KB
Teagle_TriCollege_Swarthmore_EdStud_…Details Download 35 KB
Teagle_TriCollege_Swarthmore_EdStud_…Details Download 60 KB
Teagle_TriCollege_Swarthmore_ComSci_…Details Download 104 KB
Teagle_TriCollege_Haverford_Psych_Rep…Details Download 51 KB
Teagle_TriCollege_Haverford_Psych_Lear…Details Download 366 KB
Teagle_TriCollege_Haverford_History_Sur…Details Download 169 KB
Teagle_TriCollege_Haverford_History_Ru…Details Download 77 KB
Teagle_TriCollege_Haverford_History_Re…Details Download 94 KB
Teagle_TriCollege_Haverford_History_Lea…Details Download 123 KB
Teagle_TriCollege_Haverford_Chemistry_…Details Download 104 KB
Teagle_TriCollege_Haverford_Chemistry_…Details Download 11 KB
Teagle_TriCollege_Haverford_Chemistry_…Details Download 304 KB
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Teagle_TriCollege_Haverford_Chemistry_…Details Download 68 KB
Teagle_TriCollege_BMC_Soc_Rubric.pdfDetails Download 16 KB
Teagle_TriCollege_BMC_Soc_Report.pdfDetails Download 112 KB
Teagle_TriCollege_BMC_Soc_LearningGo…Details Download 332 KB
Teagle_TriCollege_BMC_Geology_Report…Details Download 339 KB
Teagle_TriCollege_BMC_Geology_Learni…Details Download 139 KB
Teagle_TriCollege_BMC_English_Report.…Details Download 64 KB
Teagle_TriCollege_BMC_English_Learnin…Details Download 83 KB
Wabash Study Assessments and Reports
Wabash_WNSLAE_Research_Methods_M…Details Download 448 KB
Wabash_Student_Experiences_Survey.pdfDetails Download 192 KB
Wabash_SocRespScale_Descrip.pdfDetails Download 100 KB
Wabash_Ryff_Scales.docDetails Download 241 KB
Wabash_Ryff_Descrip.pdfDetails Download 119 KB
Wabash_NeedforCognitionScale.docDetails Download 187 KB
Wabash_MGUDS_Scale.docDetails Download 189 KB
Wabash_ED_Professional_Success_Scal…Details Download 169 KB
Wabash_ED_Positive_Attitude_Toward_Li…Details Download 170 KB
Wabash_ED_Political_Social_Involvemen…Details Download 180 KB
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Wabash_ED_Openness_to_Diversity_and…Details Download 172 KB
Wabash_ED_Contribution_to_the_Scienc…Details Download 164 KB
Wabash_ED_Contribution_to_the_Arts_S…Details Download 167 KB
Wabash_ED_Academic_Motivation_Scale…Details Download 180 KB
Wabash_CAAP_Critical_Thinking_sample…Details Download 289 KB
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Assessment Tools ChartTask:
Catalog assessment tools within the liberal arts/ humanities universe: K12 as well as college; analysis of the research basis of these tools;
For the college level liberal arts piece, please start with the Teagle Foundation website. They have funded a lot of projects in this space in the last ten years. Theirlist will probably be the greater part and should also lead you to other items. Also a search of the chronicle of higher ed should help identify things. I think thebiggest existing project is the CLA, which I think stands for collegiate learning assessment, but I am not sure.
Domains to be Assessed:General cognitive development (e.g. critical thinking, creativity, content area knowledge, etc.); Linguistic competenceis this only in reference to fluency in attaining a foreign language or does it also pertain to specialty registers like gaining the vocabulary for talking aboutart aesthetics?Visual competenceAural competenceAffective developmentIntersubjective capabilitieshow one person relates to another; building healthy psyche for self and other; language of recognitiongiving and receiving; literature builds empathyand sympathyPersonal empowermentIs this the same as/similar to showing drive, perseverance, and resilience (i.e., "go getter" attitude)Civic engagementKinesthetic competence
Legend:* denotes examples used to help create an "assessment tools review template"
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General cognitive development; Linguistic competence; Visual competence; Aural competence; Affective development; Intersubjective capabilities; Personal empowerment;Civic engagement; Kinesthetic competence
ASSESSMENTINSTRUMENT
NAME OFASSESSMENT
AUTHOR'SINFORMATION
HOW ASSESSMENT ADMINISTERED DISCIPLINARYTHEORIES
DOMAIN ASSESSED SOURCE NOTES
1) Essay questions No formal name Author ofassessment(s):faculty in the depts ofpolitical science andclassics atNorthwesternUniversity.
Author of chapter:Rachelle Brooks,NorthwesternUniversity, holdsPh.D. in politicalscience, lectures inschool of ed andsocial policy, servesseveral roles inresearch andassessment.
Essay questions pretested on majorsand nonmajors and revised for clarityand revisions. Administered to 1,000 firstand second year college students at adozen institutions. Students will bereassessed in their fourth year toobserve change in thinking andreasoning among different majors.
Classics andpolitical science
cognitive (Heiland andRosenthal2011:53)
Classicsstudents givenpictures of anunknowncivilization fromanarchaeologicaldig and asked todrawconclusionsabout thefictitiouscountry. Politicalscience studentswere asked tomake inferencesabout thepolitical andgovernmentalconditions basedon newspaperclippings.
Faculty wereheavily involvedin creating the"authentic"assessment andfocused onassessingstudents' criticalthinking abilitiesand not justdisciplinary
11
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contentknowledge.
2) Scale Need forCognition Scale
Author(s) ofAssessment:Cacioppo and Petty(1982), Cacioppo,Petty, and Kao(1984). Backgroundsin psychology,cognition, andneuroscience
Author of Chapter:Donna Heiland, VP ofTeagle Foundation,holds Ph.D. inEnglish
Cacioppo et al. (1984) describe how alonger 34 item Need for Cognition Scalewas administered to 527 students at theUniversity of Iowa. Eventually thisbecame the 18item scale that appearsin the 1984 article and reprinted inHeiland's chapter.
The 1984 scale was based on Cacioppoand Petty's (1982) report on four studiesin which the need for cognition scale wasused. The first study was given togroups "known to differ in need forcognition"assembly line workers anduniversity faculty (PROBLEMATICASSUMPTION!). In the second study,the scale was adminstered to a more"homogenous" group400undergraduates"to validate the factorstructure" from Study 1. In Study 3, 104subjects completed need for cognitionscale and identified their AmericanCollege Test scores. Need for cognitionwas correlated with general intelligence.Study 4 replicated the major findingsfrom Study 3.
For Heiland,connects theseassessments totheories drawnfrom psychology(utilizes notion of“flow” in whichsomeone is soimmersed in thetask that it seemseffortless) andliterature (utilizesnotion of thesublime andengaging in workthat seemsineffable).
Affective andcognitive
(Heiland andRosenthal2011:1256)
For the scale,see the"assessmenttool" page.
"Measures thetendency forstudents toengage in andenjoy thinking"(Cacioppo andPetty 116 quotedin Heiland andRosenthal2011:125)
Thisassessment wasalso used in theWabash Study20062009.
3) Scale Deep LearningScale
Assessment Author:National Survey ofStudent Engagement(NSSE)
Thomas Laird, RickShoup, and GeorgeKuh wrote about theuse of the use ofNSSE. They are fromthe Indiana Universityfor PostecondaryResearch.
Author of Chapter:Donna Heiland, VP ofTeagle Foundation,holds Ph.D. inEnglish
NSSE is an annual survey administeredto first and fourth year college studentsat four year institutions. The surveymeasures student's participation ineducational experiences that have beenlinked to valued outcomes. In 2004,NSSE tested new items on the surveyrelated to "deep learning." This wasadministered to 110,886 first and fourthyear students from 450 colleges anduniversities. It was given again in 2005to 41,996 students from 519 collegesand universities and the data from thiswas used for confirmatory factoranalysis.
Theories drawnfrom educationalresearch onstudentengagement inhigher education.
Cognitive, affective (Heiland andRosenthal2011:126)
Need forcognition growthcan be predictedby students'score on thisassessment.
4) Rubric Rubric forGrading Papers
Author ofAssessment: Authorunknown, but sharedby Skidmore facultycolleague.
Author of Chapter:Sarah WebsterGoodwin, SkidmoreCollege, professor ofEnglish
Given to students along with paperassignment to let them know what theexpectations were; this made theprocess more “democratic”
Cognitive (Heiland andRosenthal2011:137)
The authorcritiques thisrubric for beingtoo “linear” andportrayingassessment astoo “scientific”
5) Rubric in the formof Questions (fordiscussion)
No formal name. Author ofAssessment: Authorunknown, shared at aSkidmore workshop.
Author of Chapter:Sarah WebsterGoodwin, SkidmoreCollege, professor ofEnglish
Given to students along with assignmentand implies that an ongoing dialoguetakes place.
Cognitive (Heiland andRosenthal2011:138)
The authorfavored a list ofquestions thatprovided moreopenendeddialogue andallowed forweighing certaincriteria as moreimportant thanothers. This listof questions isan adaptedversion of therubric.
*6) Questions (fordiscussion)
RubricEvaluating theMuseum of
Author ofAssessment: SarahWebster Goodwin
Given to students along with assignmentand implies that an ongoing dialoguetakes place.
Englishattempted tocreate a rubric
Cognitive (particularlycreativity)
(Heiland andRosenthal2011:144)
These questionswere connectedto a course in
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DilemmasProjects Author of Chapter:
Sarah WebsterGoodwin, SkidmoreCollege, professor ofEnglish
that balancedbetween givingthem guidance,but also freedomand stressingcreativity.
which studentsexploredessential “humandilemmas” andquestions suchas “What can weknow?” “How dowe know whatwe know?” “Whatis therelationshipbetween self andsociety?”
7) Rubric English 10EssayAssessmentGuide
Author ofAssessment: MillsCollege, Departmentof English, 2009
Author of Chapter:Kirsten T. Saxton,teaches English atMills College
Read and used rubric to grade studentpapers from the English 10: Introductionto Literature class. Each paper was readby two faculty members and results weretabulated according to what percentageof students achieved each of the sixlearning outcomes.
English Cognitive (Heiland andRosenthal2011:275)
The rubric wasused as part of a"full loopassessment"process in whichthe followingsteps are taken:1) set achievablegoals for studentlearning; 2)define goals inmeasurableways; 3) developa rubric or toolfor assessment;4) collectstudent work; 5)analyze andreflect on work;6) reform orchange programaccording toresults (Heilandand Rosenthal2011:274, note3)
8) Rubric BasicCommunicationsOutcomeSurvey
Author ofAssessment: SUNYProvost AdvisoryTask ForceAuthor of Chapter:Pat Belanoff, andTina Good, bothEnglish professors inthe SUNY system
Provost task force created anassessment for students pursuing BAdegrees in math, natural science, socialscience, American history, westerncivilization, world civilization, humanities,the arts, foreign language, and basiccommunication, to be administeredacross all SUNY campuses.
English Cognitive (Heiland andRosenthal 3014)
The SUNY boardpassed acontroversialresolution thatwas fought byfaculty membersacross theSUNY system.Among facultyconcerns were:system wideassessment willlead toinappropriatecomparisonsbetween differentSUNYinstitutions,teaching to thetest, inauthenticassessmentbecauseassessmentsare administeredsystemwide asopposed tocampusbased.
9) Rubric Selected Topics(Final ResearchPaper)
Author ofAssessment: Dept ofModern Languages atShippensburgUniversity ofPennsylvania (threeof the criteria wereadapted from theAmerican Council onthe Teaching ofForeign Languages
Rubric used to evaluate final papers inan upperlevel Spanish course onselected topics. Data collected used tosatisfy accreditation requirements. Anoral defense of final paper accompaniesthe final paper (no evaluation tool for theoral defense appeared in the chapter)
Foreign language Cognitive andlinguistic
(Heiland andRosenthal2011:330)
Author notesthat at the timeof writing thechapter, theteam wasworking on arubric toevaluate the oraldefense.
Decided to
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(ACTFL)/NationalCouncil forAccreditation ofTeacher Education(NCATE) ProgramStandards for thePreparation ofForeign LanguageTeachers
Author of Chapter:Jose G. RicardoOsorio, prof of foreignlanguage ed andSpanish atShippensburg
evaluatestudents basedon a finalresearch paper(as opposed toan essay) was toevaluatestudents onmore "cognitivedomains" (329)such asbibliographicresearch.Evaluatingstudents basedon an oraldefense (asopposed to anoralpresentation)had the samepurpose in mind,so that studentswere encouragedto back up theirclaims morethoroughly.
10) Rubric Rubric forEvaluatingStudent LiteraryCritical Essays
Author ofAssessment andChapter: BarbaraWalvoord, Prof ofEnglish andLiterature, Universityof Notre Dame
Either the instructor uses the rubric toanalyze students' strengths andweaknesses, or a group of departmentmembers use the rubric to assessstudents' essays.
English cognitive (Heiland andRosenthal2011:3467)
Thisassessment toolis discussed inconjunction withthe one belowthat captures themore "ineffable"qualities of"good" studentwork.
See example ofstudent journalstarting on page345.
*11) Rubric Rubric forJournals inEnglish literature
Author ofAssessment andChapter: BarbaraWalvoord, Prof ofEnglish andLiterature, Universityof Notre Dame
Rubric used to assess journal entriesand attempts to capture the more"ineffable"qualities of student work
English Affective, intersubjective,introspective/reflective(?)
(Heiland andRosenthal2011:348)
See example ofstudent journalstarting on page345.
12) Survey National Surveyof StudentEngagement
Author ofAssessment: NSSE
Surveys first year and senior yearstudents seeking a bachelor's degree.
Educationstudentengagement
Affective, intersubjectivecapabilities, selfempowerment, civicengagement(cognitive? creativity?)
See NSSEunder"Bibliography"page
The "DeepLearning Scale"in #3 of thischart is part ofthis survey.
12a) Survey BeginningCollege Surveyof StudentEngagement(BCSSE)
NSSE Surveys first year college students tounderstand their precollege academicand cocurricular activities as well asexpectations and attitudes.
Educationstudentengagement
Affective, intersubjectivecapabilities, selfempowerment, civicengagement
See NSSEBCSSE under"assessmenttools" page
NSSE producesfour surveys:National Surveyof StudentEngagementNSSE,BeginningCollege Surveyof StudentEngagementBCSSE, theFaculty Surveyof StudentEngagement(FSSE), and theLaw SchoolStudent Surveyof StudentEngagement(LSSSE).
12b) Survey Faculty Survey NSSE FSSE is a webbased survey Educationstudent Affective, inter See NSSE NSSE produces
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of StudentEngagement(FSSE)
administered nationally to faculty atbaccalaureate degreegranting collegesand universities that are concurrentlyadministering NSSE or have participatedin NSSE in the previous year. Eachinstitution selects its sample from facultywho teach at least 1 undergraduatecourse in the current academic year.
engagement subjectivecapabilities, selfempowerment, civicengagement
FSSE under"assessmenttools" page
four surveys:National Surveyof StudentEngagementNSSE,BeginningCollege Surveyof StudentEngagementBCSSE, theFaculty Surveyof StudentEngagement(FSSE), and theLaw SchoolStudent Surveyof StudentEngagement(LSSSE).
12c) Survey Law SchoolSurvey ofStudentEngagement(LSSSE)
NSSE LSSSE can be administered to lawstudents in any year.
Educationstudentengagement
Affective, intersubjectivecapabilities, selfempowerment, civicengagement
See NSSELSSSE under"assessmenttools" page
NSSE producesfour surveys:National Surveyof StudentEngagementNSSE,BeginningCollege Surveyof StudentEngagementBCSSE, theFaculty Surveyof StudentEngagement(FSSE), and theLaw SchoolStudent Surveyof StudentEngagement(LSSSE).
13) Rubric Senior ThesisAssessment(English at BrynMawr)
Author ofAssessment: Dept ofEnglish at BrynMawr; authors ofreports: BethanySchneider and JaneHedley
Two independent evaluators read a pieceof writing by the student in her junior year(pretest), then the senior thesis in hersenior year (posttest).
English Cognitive See TeagleFdtn Reportunder"AssessmentTools"page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject
14) Rubric RubricbasedPreTest/PostTestAssessment(English atSwarthmore)
Author ofAssessment: CraigWilliamson and PeterSchmidt, dept ofEnglish atSwarthmore
Used rubric to assess student writingearly in the semester (pretest) and laterin the semester (posttest) in anintroductory seminar in literature.
English Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject.
15) Rubric Senior ThesisAssessment(History atHaverford)
Author ofAssessment:JamesKrippner,History dept atHaverford
Rubric used to assess students' seniortheses.
History Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject
16) Survey SelfReportSurvey of SkillDevelopment(History atHaverford)
Author ofAssessment: JamesKrippner, history deptat Haverford
Surveys are given to students takingHistory 400a and 400b at the beginningand end of the semester.
History Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject.
17) Rubric(Chemistry)
Haverford'sChemistrySenior ResearchAssessmentRubric
Author ofAssessment: AlexNorquist (author ofreport), Dept. of
Students are enrolled in two capstoneclasses and give an oral and posterpresentation. Rubrics are used toevaluate these presentations.
Chemistry Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollege
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Chemistry atHaverford
TeagleAssessmentProject.
18) Survey Haverford'sChemistryAlumni Survey
Author ofAssessment: AlexNorquist (author ofreport), Dept ofChemistry atHaverford
Utilized social networking platforms suchas Facebook and LinkedIn to create"groups" of alumni and to administer thesurvey.
Chemistry Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject.
19) Performance TestSwarthmore'sComputerScience PreTest/Post TestPerformanceTask
Author ofAssessment: LisaMeedan, Tia Newhall,Computer ScienceDept at Swarthmore
Pretest administered at beginning of thesemester and posttest at the end of thesemester to assess students' problemsolving ability rather than theirprogramming ability.
ComputerScience and Math
Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject.
20) PerformanceTask and Rubric
Swarthmore'sComputerSciencePerformanceTaskAssessment
Author ofAssessment: LisaMeedan, Tia Newhall,Computer ScienceDept at Swarthmore
Students given a math "problem of theweek" and a rubric is used to assesshow students went about solving mathproblems.
ComputerScience and Math
Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject
21) Test Bryn Mawr'sGeology MultipleChoice Exam
Author ofAssessment: Dept ofGeology at BrynMawr
Students given multiple choice exams asthe beginning and end of the semester.
Geology Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject
22) Rubric Swarthmore'sEducationalStudies SeniorThesisAssessment
Authors ofAssessment: K. AnnRenninger, and LisaSmulyan, EducationalStudies Dept atSwarthmore
External reviewer assesses 6 randomlyselected theses from prior years;advisors used rubrics to identifystrengths and weaknesses of studentswhose theses were reviewed; on onlinesurvey asks alum who recentlycompleted their theses to evaluate therubric.
EducationalStudies
Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject
23) Test Haverford'sPsychologyDiagnostic ToolGRE Psych
Authors ofAssessment: GRE
Students given the GRE Psych at thebeginning of the semester to identifytheir weaknesses.
Psych Cognitive See TeagleFoundationReport under"AssessmentTools" page
Thisassessment toolwas used as partof the TriCollegeTeagleAssessmentProject.
24) Rubric Bryn Mawr'sSociology JuniorEssayAssessment
Author ofAssessment: NathanWright, SociologyDept. at Bryn Mawr
A rubric is used to evaluate juniorstudents' final research proposal.
Sociology Cognitive See TeagleFoundationReport under"AssessmentTools" page.This report hasa moreextensiveexplanation ofhow theassessmenttools link topedagogicmethods.
Thisassessment toolwas developedas part of theTriCollegeTeagleAssessmentProject.
*25) Test CollegiateAssessment ofAcademicProficiency(CAAP )Critical ThinkingTest
Author ofAssessment:Developed by ACT
This is a standardized 32item test andstudents are given 40 minutes tocomplete. Because different collegesand departments use this test fordifferent purposes, its not feasible toidentify one method for administering thisexam.
It is unclear whatdisciplinarytheories informedthe creation ofthis test, butsince it is createdby ACT,educationalpsychology is onelikely disciplinaryinfluence.
Cognitive To see sampletest questions,see"AssessmentTool"page
There are sixmodules in theCAAP to choosefrom: reading,writing skills,writing essay,mathematics,science, andcritical thinking
26) Questionnaire MivilleGuzman Author of Because different colleges and Psychology Cognitive and inter To see a copy This is a 15 or
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UniversalityDiversity Scale
Assessment: MarieL. Miville, teaches atTeachers College
departments use this test for differentpurposes, its not feasible to identify onemethod for administering this exam.
subjective capabilities of the scale, goto"assessmenttools" page
45item multiplechoicequestionnairethat measuresstudentattitudes,cognitions, andbehaviorsregardingdiversity. Thisinstrument usesa 6point Likerttype scale toassess studentawareness andacceptance ofboth similaritiesand differencesamong people
27) Questionnaire SociallyResponsibleLeadershipScale
Author ofAssessment:Developed by TracyTyree and revised byCara AppelSilbaughand John Dugan
Because different colleges anddepartments use this test for differentpurposes, its not feasible to identify onemethod for administering this exam.
Dr. Tyree receivedher Ph.D. incollege studentpersonneladministration
Intersubjectivecapabilities, personalempowerment, civicengagement
To see a fullerdescription ofthe changemodel, go to"assessmenttools" page.
Version 2 has 8scales,comprised of 69questions eachand measureseach of the eightC’s of the SocialChange Model(SCM) forleadershipdevelopment:consciousnessof self,congruence,commitment,collaboration,commonpurpose,controversy withcivility, andcitizenship.
28) Dilemma Scale Defining IssuesTest (2)
Author ofAssessment:Originally created byJames Rest in 1979,subsequently revised
Because different colleges anddepartments use this test for differentpurposes, its not feasible to identify onemethod for administering this exam.
Cognitivescience, Socialcognition
Intersubjectivecapabilities and moralreasoning anddevelopment (doesthis fall under intersubjective capabilitiesor cognitivedevelopment?)
To see a fullerdescription ofthe DIT(2), goto"assessmenttools" page.
Present subjectwith moraldilemma anduses Likertscaleto givequantitativerankings toresponse.
*29)Questionnaire/Survey
Ryff Scales ofPsychologicalWellBeing
Author ofAssessment: CarolRyff
Because different colleges anddepartments use this test for differentpurposes, its not feasible to identify onemethod for administering this exam.
Psychology (goesinto detail aboutthis in the sectiontitled "TheoryBehind the Test"see assessmenttools page)Interestingly, hertheory very muchparallels ourprocessi.e.,trying to producecredible,theoreticallydriven constructsfor hypotheses ofwhat constitutesas wellbeing
Self empowerment,intersubjectivecapabilities (see notescolumn for details)
To see a fullerdescription ofthe RyffScales, go to"assessmenttools" page.
Measures:selfacceptance,environmentalmastery,positive relationswith others,personal growth,purpose in life,and autonomy.
30)Questionnaire/Survey
Contribution tothe Arts andHumanities
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Personalempowerment,affective development
To see thisscale, see"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
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items from theCooperativeInstitutional ResearchProgram developedby the HigherEducation ResearchInstitute at UCLA
31)Questionnaire/Survey
Contribution tothe Sciences
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21items from theCooperativeInstitutional ResearchProgram developedby the HigherEducation ResearchInstitute at UCLA
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Personalempowerment,affective development
To see thisscale, go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
32)Questionnaire/Survey
Political andSocialInvolvement
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21items from theCooperativeInstitutional ResearchProgram developedby the HigherEducation ResearchInstitute at UCLA
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Personalempowerment, intersubjectivecapabilities, civicengagement (affectivedevelopment?)
To see thisscale, go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
33)Questionnaire/Survey
ProfessionalSuccess
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21items from theCooperativeInstitutional ResearchProgram developedby the HigherEducation ResearchInstitute at UCLA
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Intersubjectivecapabilities
To see thisscale, go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
34)Questionnaire/Survey
Openness toDiversity andChallenge
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21items from theCooperativeInstitutional ResearchProgram developedby the Higher
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Intersubjectivecapabilities
To see thisscale, go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
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Education ResearchInstitute at UCLA
35)Questionnaire/Survey
AcademicMotivation
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21items from theCooperativeInstitutional ResearchProgram developedby the HigherEducation ResearchInstitute at UCLA
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Affective, selfempowerment
To see thisassessment,go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
36)Questionnaire/Survey
Positive AttitudeToward Literacy
Empirically derivedfrom the WabashNational StudyStudent ExperiencesSurvey by Ernest T.Pascarella andcolleagues at theUniversity of IowaCenter for Researchon UndergraduateEducation; utilized 21items from theCooperativeInstitutional ResearchProgram developedby the HigherEducation ResearchInstitute at UCLA
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Affective, selfempowerment
To see thisassessment,go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
37)Questionnaire/Survey
StudentExperiencesSurvey
Designed for theWabash NationalStudy by Ernest T.Pascarella andcolleagues at theUniversity of Iowa'sCenter for Researchon UndergraduateEducation
In the fall, first year college studentsfrom 19 different institutions weresurveyed; this took about 90100minutes; paid $50 for their participation.Followup data collection was conductedin the spring.
Ernest Pascarellais a professor ofhigher education.
Intersubjectivecapabilities, civicengagement, selfempowerment,affective
To see thisassessment,go to"assessmenttools" page
Thisassessment toolis part of theseveninstruments thewere empiricallyderived from theWabash Study.
*38) Performancetest/interview
AmericanCouncil on theTeaching ofForeignLanguages(ACTFL) OralProficiencyInterview (OPI)
ACTFL This is a 2030 minute facetoface ortelephonic interview between a certifiedACTFL tester and an examinee. Theinterview is interactive and continuouslyadapts to the interests and abilities ofthe speaker. The speaker’s performanceis compared to the criteria outlined in theACTFL Proficiency Guidelines Speaking (Revised 1999). The interviewis double rated and an Official ACTFLOral proficiency Certificate stating thecandidate’s proficiency level is issued tothe candidate.
Language andeducation
Cognitive, linguistic,aural
ACTFL websiteunder"ProfessionalDevelopment"tab, "ACTFLCertifiedProficiencyPrograms"
This is one oftwoassessmentsthat ACTFLadministersoneis for speaking(interpersonal),the other forwriting(presentational).Curiously, inanother sectionof the website,there is another"domain" that isassessed:Interpretive(reading). On thewebpage where Ifound the OPIand WPT, therewas, however,nothingdedicated toassessinginterpretiveskills.
There areextensive
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"ACTFLProficiencyGuidelines" thatserve as rubricsfor ratinglistening,speaking,writing, andreading abilities.See"assessmenttools".
39) Performance test ACTFL WritingProficiency Test(WPT)
ACTFL This is a proctored, standardized test forglobal assessment of functional writingability, measuring how well a personwrites in a language by comparing theperformance of specific writing taskswith the criteria stated in the ACTFLProficiency Guidelines Writing (Revised2001). Tests are double rated and anofficial ACTFL WPT certificate is issuedto the candidate.
Language andeducation
cognitive, linguistic ACTFL websiteunder"ProfessionalDevelopment"tab, "ACTFLCertifiedProficiencyPrograms"
This is one oftwoassessmentsthat ACTFLadministersoneis for speaking(interpersonal),the other forwriting(presentational).Curiously, inanother sectionof the website,there is another"domain" that isassessed:Interpretive(reading). On thewebpage where Ifound the OPIand WPT, therewas, however,nothingdedicated toassessinginterpretiveskills.There areextensive"ACTFLProficiencyGuidelines" thatserve as rubricsfor ratinglistening,speaking,writing, andreading abilities.See"assessmenttools".
40) Performance test IntegrativePerformanceAssessment(IPA)
ACTFL This is a prototype for assessing theprogress language students are makingin achieving the K16 standards as wellas in developing their languageproficiency. The IPA is a clusterassessment of three tasks, each ofwhich reflects one of the three modes ofcommunicationInterpretive,Interpersonal and Presentational.Each task provides the information andelicits the linguistic interaction that isnecessary for students to complete thesubsequent task.They are standardsbased; performancebased; developmental in nature;integrative; designed to be used withscoring rubrics that rate performance interms of whether it meets expectations,exceeds expectations, or does not meetexpectations for the task; and valid andreliable.
Language andeducation
cognitive, linguistic,aural
ACTFL websiteunder"Publications"tab, "IPAManual"
This is aprototype ofintegrativeassessmentdesigned toevaluatelanguage ability(communication)in a holisticmanner byaddressing thethreecomponents ofeffectivecommunication,namely,interpretive(reading),interpersonal(listening andspeaking), andpresentational(writing).
41) Performance and Collegiate CLA The CLA presents realistic problems that Higher education Cognitive CLA website CLA has three
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analytic writing tasks LearningAssessment(CLA)
require students to analyze complex materialsand determine the relevance to the task and credibility. Students' writtenresponses to the tasks are evaluated.
types ofassessment:one for collegesand universities(CLA), onespecifically forcommunitycolleges(CommunityCollege LearningAssessmentCCLA), and onefor high schools(College andWork ReadinessAssessmentCWRA)
42) Performance andanalytic writing tasks
CommunityCollege LearningAssessment(CCLA)
CLA CCLA tests a representative sample of100 entering students in the fall and 100exiting students in the spring. Studentsare randomly assigned to a 90minutePerformance Task or 75minute AnalyticWriting Task. In addition, students take a12minute multiplechoice aptitude test(the Scholastic Level Exam). Totaltesting time is approximately 105minutes.
Higher education Cognitive CLA website CLA has threetypes ofassessment:one for collegesand universities(CLA), onespecifically forcommunitycolleges(CommunityCollege LearningAssessmentCCLA), and onefor high schools(College andWork ReadinessAssessmentCWRA).
43) PerformanceTask
College Workand ReadinessAssessment(CWRA)
CLA The tests are taken online, proctored byhigh school faculty. Testing time is 105minutes. Testing the entire class isrecommended. For large classes, arepresentative sample of at least 100students may be tested. The freshmanclass tests in the fall (mid August – lateOctober) and other classes test in thespring (early February – mid April). Tocontrol for entering academic ability andpredict college readiness, SAT or ACTscores for seniors are used. Forcomparisons across high schools, CAEwill provide a short equivalentassessment measure (SLE).
Education Cognitive CLA website CLA has threetypes ofassessment:one for collegesand universities(CLA), onespecifically forcommunitycolleges(CommunityCollege LearningAssessmentCCLA), and onefor high schools(College andWork ReadinessAssessmentCWRA).
44) Questionnaire CollegeStudentsExperienceQuestionnaire(CSEQ)
CSEQ Does not have a detailed method foradministering. Only says that it can bepaper or webbased. Takes 2030minutes to complete.
Developed by C.Robert Pacereceived hisPh.D. inpsychology
Intersubjectivecapabilities, personalempowerment,affective development
CSEQ surveyis available tobe viewed, butrequires apassword to besaved so it isnot availableon this wiki.
Assesses thequality of effortstudents expendin usinginstitutionalresources andopportunitiesprovided for theirlearning anddevelopment.Quality of effortis measured asa key dimensionforunderstandingstudentsatisfaction,persistence, andthe effects ofattendingcollege. Themore studentsengage ineducational
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activities, themore theybenefit in theirlearning anddevelopment.
45) Questionnaire CollegeStudentsExpectationsQuestionnaire(CSXQ)
CSEQ Does not have a detailed method foradministering. Only says that it can bepaper or webbased. Administered toeither precollege or first year collegestudents. Takes 1015 minutes tocmplete
Developed by C.Robert Pacereceived hisPh.D. inpsychology andGeorge Kuhreceived hisPh.D. incounseloreducation
Personalempowerment, intersubjective capabilities
See"assessmenttools" for thesurvey
Assesses newstudent goalsand motivationssuch as how andwith whom theywill spend theirtime in college.Theseexpectationsprovide cluesabout howstudents willinteract withpeers andfacultymembers,behaviors thatdirectly affectachievement andsatisfaction withcollege.
46) Survey The FreshmanSurvey (TFS)
CooperativeInstitutional ResearchProgram (CIRP)
Designed for administration to incomingfirstyear students. Paper and webbased instrument collects extensiveinformation that allows for a snapshot ofwhat incoming students are like beforethey experience college
Higher EducationResearch Institute(HERI) is home ofCIRP; based inUCLA's GradSchool of Ed andis said to beinterdisciplinary
Intersubjectivecapabilities, personalempowerment
Examines:Established behaviorsin high school;Academicpreparedness;Admissions decisions;Expectations ofcollege; Interactionswith peers and faculty;Student values andgoals and Studentdemographiccharacteristics; andConcerns aboutfinancing college.
See"assessmenttools" page forsurvey
Many items onthe CIRPFreshmanSurvey are pretest questionsthat are thenposttested onCIRP followupsurveys YourFirst CollegeYear (YFCY),Diverse LearningEnvironments(DLE), CollegeSenior Survey(CSS) providingfor longitudinalexamination ofcognitive andaffective growthduring college.All CIRPsurveys allowyou to addquestions ofyour own on theinstrument.
47) Survey Your FirstCollege YearSurvey (YFCY)
CooperativeInstitutional ResearchProgram (CIRP)
Conducted from March–June to facilitatesurveying freshmen at the end of theirfirst college year, and is offered as botha paper and a web survey.
Higher EducationResearch Institute(HERI) is home ofCIRP; based inUCLA's GradSchool of Ed andis said to beinterdisciplinary
Overview mentionsthat it measurescognitive and affectivedimensions.
Evaluate studentadjustment to college;Assess students’academic experiencesand achievement;Collect informationabout extracurricularexperiences; Studyspecific firstyearprograms; Examinestudent change
See"assessmenttools" page forsurvey.
YFCY wasdesigned as afollowup surveyto the annualCIRP FreshmanSurvey andallows forlongitudinalresearch on thefirst year ofcollege.
48) Survey Diverse LearningEnvironments(DLE)
CooperativeInstitutional ResearchProgram (CIRP)
Webbased survey administered annuallyto students at both 2and 4yearinstitutions who have had the opportunityto experience the campus climate (i.e.,after 24 credit hours in community and 2year colleges or secondand third yearstudents at 4year institutions).
Higher EducationResearch Institute(HERI) is home ofCIRP; based inUCLA's GradSchool of Ed andis said to beinterdisciplinary
Cognitive; Intersubjectivecapabilities, civicengagement;
Defines the following"outcomes" (thoughthis appears more to
See"assessmenttools" page forsurvey
Compared to theother surveysdeveloped byCIRP, thisseems to bemore of a"standalone"survey.
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be domains that areassessed):
Integration ofLearning;Habits of Mind;Pluralistic Orientation;Social Action;Civic Engagement;Student EnrollmentMobility
49) Survey College SeniorSurvey (CSS)
CooperativeInstitutional ResearchProgram (CIRP)
The CSS is conducted from November–June to facilitate surveying bothDecember and June graduates, and isoffered as both a paper and a websurvey.
Higher EducationResearch Institute(HERI) is home ofCIRP; based inUCLA's GradSchool of Ed andis said to beinterdisciplinary
Cognitive, affective,intersubjectivecapabilities; whatwould aspirations andexpectations beconsidered?
See"assessmenttools" page forsurvey
CSS is designedto be used alongwith results fromTFS and YFCY.
*50) Survey HERI FacultySurvey
CooperativeInstitutional ResearchProgram (CIRP)
A webbased survey that is administeredany time between August 2 and March31.
Higher EducationResearch Institute(HERI) is home ofCIRP; based inUCLA's GradSchool of Ed andis said to beinterdisciplinary
Difficult to identifydomains because thisparticular survey is anindirect measure ofstudent learningoutcomes, and thereare categories thatdon't seem to becaptured by thedomains we identified(see note, twocolumns to the right).
See"assessmenttools" page
Here are someof the questionsthat influencedthe surveydesign:How do facultyperceive yourinstitutionalpriorities?How do facultyspend their timeinside andoutside theclassroom?Have changes atyour institutionas a result of theeconomyaffected faculty?What kinds ofgoals andexpectations doyour facultyhave forstudents?Whatpedagogicalstrategies areyour facultyusing to engagestudents to meetthose goals andexpectations?What are thebiggest sourcesof stress andsatisfactionamong yourfaculty?How are yourfacultyconnectinglearning in theclassroom withpractices in thelocal and globalcommunity?
51) Test ETS ProficiencyProfile (EPP)formallyMeasure ofAcademicProficiency andProgress(MAPP)
ETS Administered to college students of anyyear; two types of test: 2 hour and 40minutes versions.
ETS (which, fromwhat I've heard,tends to be psychandpsychometricsdominated)
Cognitive (criticalthinking, reading,writing, math)
NILOA websiteunder "tests".
Both normreferenced andcriterionreferencedquestions; ETSallows theinstitution tocompare resultsto other similaracademicprograms.
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52) Test
WorkKeys
ACT, Inc.
A job skills assessment that measures"realworld" skills used by companies tomeasure the fit of potential jobcandidates.
Unclear whatdisciplinarybackground ACTfolks are.
Cognitive, intersubjective capabilities
NILOA websiteunder "tests"
None
53) Survey/Inventory GlobalPerspectiveInventory
GPI, Inc. Three different forms are given tostudents: the General Form, the NewStudent Form, the Study Abroad Form,each taking about 1520 minutes.
Unclear whatdisciplinarybackgrounds are.
Cognitive, intersubjectivecapabilities,intrapersonal (selfempowerment?)
NILOA websiteunder"surveys"
None
54) Survey Multiinstitutionalstudy ofleadership(MSL)
MSL The university samples 4,000undergraduates (or all undergrads ifinstitution is small than 4,000), and alsochoose a subpopulation such asstudents in a leadership course, studentorganization members.
The sociallyresponsibleleadership scalewas developed bysomeone with abackground instudent personneladministration
intersubjectivecapabilities, selfempowerment, civicengagement (basedon #27)
NILOA websiteunder"surveys"
Borrows from thesociallyresponsibleleadership scale(#27 of thischart)
55) Survey StudentExperience inthe ResearchUniversity(SERU) Survey
Center for Studies inHigher Education(CSHE)
Five modules administered to undergradstudents; longitudinal survey; memberswho use this agree to share their surveydata
multidisciplinaryresearch
cognitive, civicengagement, intersubjective capabilities
NILOA websiteunder"surveys"
The survey usesmodules andcustomizes fordifferentinstitutions.
56) Survey StudentSatisfactionInventory (SSI)
NoelLevitz Paper and web based version; two formsof the survey taking approximately 2025minutes
Noel Levitz is ahigher educationconsultant firmthat employsstatisticians
cognitive NILOA websiteunder"surveys"
The followingscales appear inthe SSI:AcademicAdvisingEffectiveness;CampusClimate;Campus SupportServices;Concern for theIndividual;InstructionalEffectiveness;Admissions andFinancial AidEffectiveness;RegistrationEffectiveness;Responsivenessto DiversePopulations;Safety andSecurity;ServiceExcellence;StudentCenteredness
57) Survey UniversityLearningOutcomesAssessment(UniLOA)
Bayh College ofEducation, IndianaState University
Not very clearjust says that theassessment is given to students atcritical points of their college educationso that UniLOA acts as a dashboardindicator that provides information ongrowth of students toward key learningoutcomes.
Assessment wasdeveloped througheducation anddevelopmentalresearchliterature,interviews,surveys, andliberal artsoutcomes anddevelopmentaltheory
cognitive, selfempowerment, intersubjectivecapabilities, civicengagement
NILOA websiteunder"surveys"
UniLOA is saidto measure:critical thinking,selfawareness,communications,diversity,citizenship,membership &leadership, andrelationships.
58) Rubric Action ProjectRubric
Based on theWashington StateCritical ThinkingRubric, withmodifications madeby Cecilia Shore andBeverley Taylor
From the title, it appears that the rubricis used in conjunction with an action(research) project. Link takes youdirectly to a pdf of the rubric, without anyfurther information.
Education andaction research
Cognitive NILOA websiteunder "rubrics"Winona/AALHEwebsite
No additionalnotes.
59) Rubric Action ResearchProject Rubric
Valencia CollegeLearning Academy
Used to assess an action researchproject.
Education andaction research
Cognitive NILOA websiteunder "rubrics"Winona/AALHEwebsite
Has extensiveguidingquestions for theareas beingassessedi.e.,"clear goals""adequate
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preparation,""appropriatemethods,""significantresults,""reflectivecritique,""effectivepresentation."
60) Rubric Art rubric for theassessment ofdiscussion andwriting on arthistory,aesthetics, andart criticism
Goshen College Used to assess papers and discussionregarding art
Art cognitivedevelopment;Linguisticcompetence; Visualcompetence; Auralcompetence; Affectivedevelopment; Intersubjectivecapabilities; Personalempowerment;
NILOA websiteunder "rubrics"Winona/AALHEwebsite
This is the onerubric that I'vecome across sofar that attemptsto measure mostof the domainswe identified.
61) Rubric Rubric for theuse of capstoneexperiences forassessingprogram learningoutcomes
Western Associationof Schools andColleges (WASC)
WASC uses this to evaluate the value ofcapstone projects assigned to students
unclearassessment
Because this is ametarubric or a rubricto guide faculty increating capstoneprojects, the domainsdon't seem to fit.
NILOA websiteunder "rubrics"Winona/AALHEwebsite
This is a rubricused to evaluatewhat faculty do,and can beconsidered ametarubric.Second page ofpdf providesguidingquestions foreach dimensionbeing assessed.
62) Rubric Rubric forassessing thequality ofacademicprogram learningoutcomes
Western Associationof Schools andColleges (WASC)
WASC uses this to evaluate the qualityof learning outcomes developed byfaculty
unclearassessment?
Like #61, this is arubric for faculty toevaluate how well theyare designing learningoutcomes.
NILOA websiteunder "rubrics"Winona/AALHEwebsite
This is a rubricused to evaluatewhat faculty do,and can beconsidered ametarubric.Second page ofpdf providesguidingquestions foreach dimensionbeing assessed.
63) Rubric Rubric forgrading art
Zimmerworks.com Used to evaluate the completion of awork of art.
ZimmerWorksfounder (AustinZimmer ), has abackground inart, business, andeducation.
General cognitivedevelopment; Visualcompetence; Intersubjectivecapabilities; Personalempowerment
NILOA websiteunder "rubrics"Winona/AALHEwebsite
Schools are theprimary clientele.
*64) Rubric BackwardsDesign Unit
Utah EducationNetworkAxelRamirez
Used to evaluate how students majoringin education design a social studiesthematic unit
education Unclear what domainsare being assessedfor reasons see"notes" column.
NILOA websiteunder "rubrics"Winona/AALHEwebsite
This rubric isvery differentfrom the onesI've encounteredand aninteresting casebecause insteadof connecting itto learningoutcomes, itmerely lists thethings that aresupposed toappear in thefinal project.
65) Rubric Sample EthicsCase AnalysisRubric
Penn State Healthand HumanDevelopment Schoolof Nursing. Based onthe Ethical Model forEthical DecisionMaking developed byEducationalAdvancementAssociates
It appears that students are presentedwith an ethical dilemma in nursing, thenthey are required to and judged by theirability to "examine the ethical dilemma,""comprehend the possible alternativesavailable," "hypothesize ethicalarguments," "investigate and evaluatearguments," "choose an alternative," acton the alternative" by coming up with animplementation plan, display "problemsolving, decisionmaking, and criticalthinking skills" throughout
Unclear General cognitivedevelopment; Intersubjective capabilities
NILOA websiteunder "rubrics"Winona/AALHEwebsite
Perhaps weshould include adomain that getsat moral andethicaldevelopment.There was ascale in thischart thatspecificallyexamines this aswell.
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66) Rubric Fort Hays StateUniversityGraduateDiversity CaseStudy Rubric
Fort Hays Similar to #65, it seems that studentsare presented with a case, then expectedto respond to the case.
Education? General cognitivedevelopment; Intersubjectivecapabilities;
NILOA websiteunder "rubrics"Winona/AALHEwebsite
Unlike the otherdiversityassessment inthis chart thatuses a scale orsurvey, thisutilizes a casestudy and asksstudents torespond to it (inwritten form?)
67) Rubric ResponsibleCitizensRubric
Educators at LehiHigh school part ofthe Utah EducationNetwork
Unclear what assignment or task isassociated with this rubric
Education? Intersubjectivecapabilities; civicengagement
NILOA websiteunder "rubrics"Winona/AALHEwebsite
No additionalnotes.
68) Rubric CivicEngagementVALUE Rubric
Association ofAmerican Colleges &Universities(AAC&U)also seeRubricsClearinghouse wikipage
Because this rubric is used by a numberof AAC&U institutions, I imagine thatdifferent schools have differentassignments associated with this rubric.
Higher Education?General cognitivedevelopment; Intersubjectivecapabilities; Civicengagement
NILOA websiteunder "rubrics"Winona/AALHEwebsite
This is one of 15VALUE rubricsused by AAC&U.
69) Rubric CivicResponsibilityAssessmentRubric
Adapted fromVaughn, “EnhancingStudent Developmentin ServiceLearningwith PerformanceBased AssessmentRubrics,” 2002; Partof a guide that isedited by KarlaGottlieb and GailRobinson (servicelearning consultants)
The rubric suggests the followingassessment options: Reflection Log;Pre/Post Essay; Dialogue Journal; OralPresentation; Pre/PostVideo
Higher Education?General cognitivedevelopment; Intersubjectivecapabilities; Civicengagement
NILOA websiteunder "rubrics"Winona/AALHEwebsite
No additionalnotes.
70) Rubric OnlineDiscussionRubric
Nadda Dabbagh Rubric used to evaluate the quality ofonline discussions including criteria onhow many postings per week,responsiveness to discussion, andadherence to online discussion protocols(e.g., explain why you agree/disagree,use quotes from articles, use priorknowledge, etc.)
Educationtechnology?
Cognitivedevelopment
NILOA websiteunder "rubrics"Winona/AALHEwebsite.For additionalresource onthis rubric, seeGilbert, P. &Dabbagh, N.(2005). How tostructure onlinediscussions formeaningfuldiscourse: Acase study.British Journalof EducationalTechnology,v36, n1, pp. 518.
Unlike manyother rubrics,this rubric doesnot seem toconnect withlearningoutcomes butsimply uses therubric as a sortof checklist ofthings to guidestudents' onlinediscussions.
71) Rubric (Online)DiscussionAssignmentsGradingCriteria
Online CourseDevelopmentProgram (CaliforniaVirtual Campus)
Rubric used to evaluate the quality ofonline discussions. Three criteriainclude: quality of posting, quality ofreply, and understanding of reading andoutside source material
Educationtechnology?
Cognitivedevelopment
NILOA websiteunder "rubrics"Winona/AALHEwebsite.
No additionalnotes.
72) Rubric WebCTDiscussionBoard Rubric
Jackson StateCommunity CollegeRadiography Program
Rubric used to evaluate onlinediscussion according to five criteria:length of submission; use of technology(whether posts are in right location);grammar & spelling, online etiquette;quality (thoughtfulness of posts,connected to course material).
Educationtechnology?
Cognitivedevelopment; intersubjective capabilities
NILOA websiteunder "rubrics"Winona/AALHEwebsite.
No additionalnotes.
73) Rubric StudentParticipation,Assessmentand EvaluationRubric
Kathleen Tunney,Dept of Social Work,Southern IllinoisUniversityEdwardsville
Rubric used to evaluation studentparticipation, criteria include such thingsas: "skips class," "visits podium afterclass," "visits office hours"
Social work? Uncleardoesn't seemto be assessing anydomains because itfocuses narrowly onbehaviors.
NILOA websiteunder "rubrics"Winona/AALHEwebsite.
Also an exampleof a "rubric" thatcould very wellbe a checklist ofthings studentsneed to do.
74) Rubric ClassParticipation
teachnology.com Rubric used to evaluate classparticipation. Criteria include:
unclear Cognitive and intersubjective
NILOA websiteunder "rubrics"
No additionalnotes.
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Rubric attendance, level of engagement,listening skills, behavior, andpreparation.
capabilities. Winona/AALHEwebsite.
75) Rubric CollaborationRubric
San Diego State Rubric used to evaluate students' teamwork
Unclear Cognitivedevelopment; intersubjective capabilities
NILOA websiteunder "rubrics"Winona/AALHEwebsite
No additionalnotes.
76) Rubric Rubric forTeamwork
Huba Jiles Rubric used to evaluate teamworkaccording to two primary criteria (withsubcriteria under these two categories):group functioning, and managing theprocess
Material sciencesand engineering
Intersubjectivecapabilities
NILOA websiteunder "rubrics"Winona/AALHEwebsite
No additionalnotes.
NAME OFASSESSMENTTOOL
LEARNING GOALS PEDAGOGICMETHODS
LEARNINGMECHANISM
1) Essay Questions Author discusses general learning outcomes such as critical thinking but does not identify learning outcomesspecific to this assessment.
Reading and writing ofessays, books, andarticles.
Not mentioned.
2) Need for CognitionScale
Author does not identify specific learning "outcomes", but rather, the scale identifies certain "dispositions" (125)that lead to "deep" learning that is described as "sublime" and "flow."
Knowing students wellenough to setindividualized goals sothat optimal engagementresults (i.e., "aha"moments).
Engaging theaffectivedimensions oflearning.
3) Deep LearningScale
Same as above. Same as above. Same asabove.
4) Rubric for GradingPaper
Learning that is of a "poetic and prophetic" character (quoting William Blake), or in other words, "learning that isnot bounded by what we perceive in the material world or by what is already known and taught" (133); creativityand critical thinking (135).
Does not provideexample of this. Thisrubric is critiqued andimproved by rubric #s 5 &6.
Does notprovideexample ofthis. This rubricis critiqued andimproved byrubric #s 5 & 6.
5) Rubric in the formof questions
Same as above. Does not provideexample of this. Thisrubric is critiqued andimproved by rubric #s 5 &6.
Does notprovideexample ofthis. This rubricis critiqued andimproved byrubric #s 5 & 6.
6) Rubric Evaluatingthe Museum ofDilemmas Project
Same as above. Introducing students toworks of art in a museumand learning about theinspiration for thoseworks of art; studentscreate their own works ofart.
Creating worksof art that drawon students'culturalbackgroundsandexperiences.(p.1405 goesinto depth andprovides agood exampleof this)
7) English 10 EssayAssessment Guide
1. Students will learn how to write an effective literary analysis.2. Students will learn the skills of close reading.3. Students will become familiar with the genres and conventions of poetry, prose and drama.4. Students will learn MLA documentation and the research methods of the discipline.5. Students will become familiar with the language of the discipline (including critical terminology and concepts) anthe critical issues and questions of the field.6. Students will be exposed to the pleasures of critical reading and conversation. (Heiland and Rosenthal2011:263).
Read and discuss poetry,short fictions, and a play,and write analyticessays.
Engagingstudent withliterary modelsand toolsnecessary towrite strongessays.
8) BasicCommunicationsOutcomes Survey
1. Produce coherent texts within common collegelevel written forms.2. Demonstrate the ability to revise and improve such texts.3. Research a topic, develop an argument, and organize supporting details.4. Identify, analyze, and evaluate arguments as they occur in their own or others' work; and5. Develop wellreasoned arguments. (Heiland and Rosenthal 2011:2845).
Because this was aSUNYwide assessment,chapter talked moreabout politics and policyprocess; briefly andgenerally mentionedreading "literature" andcritical writing.
Does notprovideexample ofthis.
9) Selected Topics(Final Research
1. Synthesize information from different sources.2. Establish connections among different fields to analyze literary texts.
Writing a final researchpaper and defending the
Engaging in theprocess of
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Paper) 3. Demonstrate accurate control of the Spanish language both orally and in writing (Heiland and Rosenthal2011:328).
paper orally.
thinkingthrougharguments andmarshalingevidence tobolsterargument.
10) Rubric forEvaluating StudentLiteraryCriticalEssays
1. Describe and analyze major literary works, literary themes, and trends from English, American, and at least onenonWestern literary tradition;2. Identify and analyze the cultural, sociological, ideological, historical, linguistic, and other aspects of works ofliterature. Discuss the ways in which literature is a product of its time and culture, but also how literature cantranscend or critique its culture and break new ground.3. Analyze and critique literary works, orally, in writing, and in discussion with others, using at least twotheoretical/critical approaches, and employing tools of literarycritical analysis.4. Discuss the complex role of writer and reader/viewer in the mutual creation and enactment of literary work.5. Make aesthetic judgments about literature and support them.6. Find, employ, and cite sources effectively.7. Follow ethical principles of the discipline for collaborating with others and for using sources.
In the course entitled"Christianity andCultures," studentsviewed film about SouthAfrica's reconciliationeffort and its philosophyof "ubuntu" (basically theidea that your actionshave ramification onothers and yourself) andwrite journal entries (seepages 3448).
Relating film toone's own lifeand makingconnections.
*11) Rubric forJournals in EnglishLiterature
8. Students draw upon literature to contribute to their own search for meaning, their own engagement with the "bigquestions" of life and valuesquestions of life and death; good and evil; individual and society; power,transcendence and virtue.9. Students come to a new understanding of themselves, their world, and what might be at stake in the complextext before them. They dare to explore new ideas and literary experiences.
Same as above. Same asabove.
12) National Surveyof StudentEngagement
Civic Engagement Skills:
develop conflict resolution skills and engage with local, state, national and global issues.Development of Transferable Skills:
develop verbal and written fluency and analytic inquiry.Experiences with Diverse Perspectives:
greater understanding of societal differencesLearning with Technologies:
learning outcome not clearly articulatedExperiences with Writing:
not clearly articulatedhttp://nsse.iub.edu/html/modules.cfm
Because this is a surveythat is not sitespecificbut rather is used acrossa number of varyinginstitutions, it is notspecifically linked to apedagogic method orlearning mechanism.
Because this isa survey that isnot sitespecific butrather is usedacross anumber ofvaryinginstitutions, itis notspecificallylinked to apedagogicmethod orlearningmechanism.
12a) BeginningCollege Survey ofStudent Engagement(BCSSE)
Does not assess learning outcomes, but surveys students' past experiences. Because this is a surveythat is not sitespecificbut rather is used acrossa number of varyinginstitutions, it is notspecifically linked to apedagogic method orlearning mechanism.
12b) Faculty Surveyof StudentEngagement (FSSE)
Civic Engagement Skills:
develop conflict resolution skills and engage with local, state, national and global issues.Development of Transferable Skills:
develop verbal and written fluency and analytic inquiry.Experiences with Diverse Perspectives:
greater understanding of societal differencesLearning with Technologies:
learning outcome not clearly articulated
Because this is a surveythat is not sitespecificbut rather is used acrossa number of varyinginstitutions, it is notspecifically linked to apedagogic method orlearning mechanism.
12c) Law SchoolSurvey of StudentEngagement(LSSSE)
Like many other websites and assessments, the LSSSE refers to how it correlates with "desirable learningoutcomes" but does not clearly specify what those learning outcomes are.
Not provided. Not provided.
13) Senior ThesisAssessment(English 398399)
1) Discusses her work productively with others including faculty, classroom peers, and the larger intellectualcommunity at Bryn Mawr and beyond;2) Writes thoughtfully and persuasively about a topic of her choosing in literary, cultural, and/or media studies;3) Identifies, applies, and critically engages with multiple strategies for studying, reading, and writing aboutliterature and other media.4) Thinks critically, creatively, and independently about literary and media studies.
Seminar and oneononementoring with an advisorthat assists in identifyinga topic for the seniorthesis, and discussingstudents' writingstrengths andweaknesses by"rubricizing" a recentessay.
Havingstudents reflecton andevaluate theirown work.
14) RubricbasedPreTest/PostTestAssessment(Swarthmore)
Improve students' ability to:1) Develop an interesting, specific, supportable thesis;2) Marshal an argument that is logical, welldeveloped, and compelling;3) Support arguments with textual evidence carefully analyzed;4) Consider alternative arguments or counterarguments;
Collect an archive ofstudent work as "real"examples of good work,and work that can beimproved upon.
Have studentsreflect on andevaluateothers' work inorder for them
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5) When appropriate use criticism, theories, or cultural backgrounds to support thesis claims;6) Craft a conclusion that summarizes and offers new reflections;
7) Use appropriate diction, tone, grammar, spelling, and punctuation.
to apply goodwriting skills totheir own work.
15) Senior ThesisAssessment (Historyat Haverford)
1) Students will learn to think critically about the nature of historical knowledge.2) Students will build and master a foundation of knowledge about specific places and societies over time.3) Students will develop, refine, and master disciplinary research skills.
http://www.brynmawr.edu/institutionalresearch/teagle/projects/2010_01_21_History_LearningGoals_Haverford.pdf
Encouraging students todo a study abroad.
Study abroadallows studentsto make use ofarchivesoutside of theU.S. and todeveloplanguage skills.
16) SelfReportSurvey of SkillDevelopment(History atHaverford)
Same learning goals as above. Same as above. Same asabove.
17) Haverford'sChemistry SeniorResearchAssessment Rubric
1) Students will learn and apply basic research methods as used professionally in chemistry, including researchdesign, data analysis, and interpretation.2) Students will understand the fundamental basis for the structures and reactivities of atoms, molecules and nonmolecular solids and the analytical techniques used for their determination.
Engaging in lab related"handson" researchactivities.
Learningthrough doing.
18) Haverford'sChemistry AlumniSurvey
Same as above. Same as above. Same asabove.
19)Swarthmore'sComputer SciencePreTest/Post TestPerformance Task
Increase students' proficiency in computational thinking and practice in a liberal arts context, which includes skillssuch as algorithmic problem solving, abstraction, topdown design, analysis and testing.
Using "Problems of theWeek" from Drexel'sMath Forum (mathproblems)
Engagestudents inreasoning andgeneralproblemsolving skills.
20) Swarthmore'sComputer SciencePerformance TaskAssessment
Same as above. Same as above. Same asabove.
21) Bryn Mawr'sGeology MultipleChoice Exam
1) Develop highly competent geoscience students prepared to analyze and comprehend the linkages among Earthsystem components and their physical and social context.2) Students will learn the fundamental concepts of geology.3) Educating our students about Earth's natural systems, it resources, and the impact humans have on the planet.4) Develop and communicate new knowledge to the broader community through fundamental research that usesnew technologies.
Employ laboratory andfield techniques; read andconstruct thematic maps;
Engagingstudents inhandsonexperience.
22) Swarthmore'sEducational StudiesSenior ThesisAssessment
1.Students will be able to support claims with evidence.2.Students will be able to produce effective academic writing.3.Students will be able to think critically and creatively about key concepts in thefield including learning and development, social and cultural contexts of education, and contemporary politicalissues in the field and the role of education in society.4.Students will be able to use research and theoretical frameworks from a range of disciplines to extend, refute,and confirm existing research, theory, and practice.5.Students will be able to use practice to inform theory and research.6.Students will be able to work collaboratively with a range of colleagues andconstituencies.7.Students will be selfreflective about their own position and the positions ofothers in political, social, and institutional structures and the possibilities forgrowth and change for themselves and others.8.Students will be constructive and generative problem solvers.
Did not mention anypedagogic methods asidefrom writing the seniorthesis.
Unclear fromwhat wasprovided.
23) Haverford'sPsychologyDiagnostic ToolGRE Psych
1) Students will gain a broad understanding of human behavior, from a variety of perspectives.2) Students will learn to treat questions and claims about behavior rigorously, with an empirical approach.3) Students will master the skills to contribute new knowledge in the field.
Create a research project. Introducesstudents todifferencesstages ofresearch fromdesign toanalysis todisseminationof findings.
24) Bryn Mawr'sSociology JuniorEssay Assessment
A graduating major should be wellversed in the sociological canon and be able to:1.identify the historical circumstances and social changes that contributed to thedevelopment of sociology, many of which remain central to the discipline.2. identify current and past social theorists that have shaped the discipline theoretically and methodologically, andbe able to describe, compare, and apply their ideas.3. identify and discuss the ideas of other social theorists who made significantcontributions, but whose ideas have not conventionally been included as part of thesociological core.4. analyze and discuss the experiences of diverse cultures, populations andperspectives from the US and abroad. A graduating major should think sociologically. Specifically, s/he should be able to:
5.distinguish between and think across different levels of analysis: micro (individual),meso (institutional) and macro (national/global/cultural).6.distinguish between responsible and irresponsible generalization, and engage in the former.
Do readings on eachmethodological approachused in sociology;construct researchquestions through sixmini proposal brainstormsessions, free writing andan annotated bibliography(The Bryn MawrSociology Teagle Reportgoes into further depthabout thissee"Bibliography" page)
Learningthrough beingintroduced toexemplarymodels fromthe discipline.
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7. think reflexively and sociologically about their own cultural biases and social location, and how these factorsmay shape their own sociological analysis.8. Pursue a research question through systematic sociological analysis, including theorizing, conceptualization,operationalization, measurement, and datagathering. 9.Apply sociological theory and analysis to contemporarysocial issues, problems, and policy. A graduating sociology major should be able to follow and contribute to the ongoing sociological conversation.
Specifically s/he should be able to:10. read and comprehend the various methods used by sociologists to conduct research (statistical, contentanalysis, ethnography, textual analysis, sociohistorical analysis) and appreciate the strengths and weaknessesof each.11.organize ideas and research into presentations (both written and oral) that are well argued, clear, andinsightful.
*25) CollegiateAssessment ofAcademicProficiency(CAAP ) CriticalThinking Test
Not provided. Not provided. Not provided.
26) MivilleGuzmanUniversalityDiversity Scale
Not provided. Not provided. Not provided.
27) SociallyResponsibleLeadership Scale
The learning outcomes seem to be connected to the 8 C's of socially responsible leadership, namely: 1)consciousness of self, 2) congruence, 3) commitment, 4) collaboration, 5) common purpose, 6) controversy with7) civility, and 8) citizenship.
Not provided. Not provided.
28) Defining IssuesTest (2)
The learning outcomes seem to be related to the different stages of moral reasoning and development whichbegins with fear of punishment and reaches its height with "universal" ethical principles.
Not provided. Not provided.
29) Ryff Scales ofPsychological WellBeing
The learning outcomes seem to be related to what is being measures, namely:selfacceptance, environmentalmastery, positive relations with others, personal growth, purpose in life, and autonomy
Not provided. Not provided.
30)Contribution tothe Arts andHumanities
Contributing to the arts by producing or performing original artistic works. Not provided. Not provided.
31) Contribution tothe Sciences
Contributing to the sciences and society by making important theoretical and practical interventions. Not provided. Not provided.
32) Political andSocial Involvement
Being involved in a community, contributing to society, developing a philosophy of life (personal development) Not provided. Not provided.
33) ProfessionalSuccess
Unclear, but I think it is about having some level of achievement and recognition in a particular field. Not provided. Not provided.
34) Openness toDiversity andChallenge
Willingness to engage in and embrace difference. Not provided. Not provided.
35) AcademicMotivation
Being selfmotivated to academically achieve. Not provided. Not provided.
36) Positive AttitudeToward Literacy
Finding enjoyment in literacy and believing in its transformative power. Not provided. Not provided.
37) StudentExperiences Survey
Unclear because there are so many different domains they are surveying. Not provided. Not provided.
38) AmericanCouncil on theTeaching of ForeignLanguages (ACTFL)Oral ProficiencyInterview (OPI)
The ACTFL assessments are structured around achieving the five C's:1) Communicationcommunicate in languages other than English2) Culturegain knowledge and understanding of other cultures3) Connectionsconnect with other disciplines and acquire information4) Comparisonsdevelop insight into the nature of language and culture5) Communitiesparticipate in multilingual communities at home and around the world.
For more literature on this see "ACTFL Standards for Foreign Language Learning" under "Bibliography"
The ACTFL websitealludes to pedagogicmethods they use, suchas when it mentionsworkshops they provide,but it does not go intoany description or detailabout what theirpedagogic approachesare.
If I had to infer,I would sayACTFLbelieves thatlearning occursthroughspeaking andwriting newlanguages.
39) ACTFL WritingProficiency Test(WPT)
The ACTFL assessments are structured around achieving the five C's:1) Communicationcommunicate in languages other than English2) Culturegain knowledge and understanding of other cultures3) Connectionsconnect with other disciplines and acquire information4) Comparisonsdevelop insight into the nature of language and culture5) Communitiesparticipate in multilingual communities at home and around the world.
For more literature on this see "ACTFL Standards for Foreign Language Learning" under "Bibliography"
The ACTFL websitealludes to pedagogicmethods they use, suchas when it mentionsworkshops they provide,but it does not go intoany description or detailabout what theirpedagogic approachesare.
If I had to infer,I would sayACTFLbelieves thatlearning occursthroughspeaking andwriting newlanguages.
40) IntegrativePerformanceAssessment (IPA)
The ACTFL assessments are structured around achieving the five C's:1) Communicationcommunicate in languages other than English2) Culturegain knowledge and understanding of other cultures3) Connectionsconnect with other disciplines and acquire information4) Comparisonsdevelop insight into the nature of language and culture5) Communitiesparticipate in multilingual communities at home and around the world.
For more literature on this see "ACTFL Standards for Foreign Language Learning" under "Bibliography"
The ACTFL websitealludes to pedagogicmethods they use, suchas when it mentionsworkshops they provide,but it does not go intoany description or detailabout what their
If I had to infer,I would sayACTFLbelieves thatlearning occursthroughspeaking andwriting newlanguages.
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pedagogic approachesare.
41) CollegiateLearningAssessment (CLA)
To think critically, reason analytically, solve problems and communicate clearly and cogently.
CLA is not only anassessment, but hasrecently (20092010)launched "CLAEducation" which isdesigned to teach facultyhow to embed and createtheir own performancetasks. This includesregistering for workshops,but the website does notmake clear what specificpedagogic methods areused.
Not provided.
42) CommunityCollege LearningAssessment (CCLA)
To think critically, reason analytically, solve problems and communicate clearly and cogently.
CLA is not only anassessment, but hasrecently (20092010)launched "CLAEducation" which isdesigned to teach facultyhow to embed and createtheir own performancetasks. This includesregistering for workshops,but the website does notmake clear what specificpedagogic methods areused.
Not provided.
43) College Workand ReadinessAssessment(CWRA)
To think critically, reason analytically, solve problems and communicate clearly and cogently.
CLA is not only anassessment, but hasrecently (20092010)launched "CLAEducation" which isdesigned to teach facultyhow to embed and createtheir own performancetasks. This includesregistering for workshops,but the website does notmake clear what specificpedagogic methods areused.
Not provided.
44) College StudentExperienceQuestionnaire(CSEQ)
Not provided. Not provided. Not provided.
45) College StudentExpectationsQuestionnaire(CSXQ)
Not provided. Not provided. Not provided.
46) The FreshmanSurvey (TFS)
Not provided. Not provided. Not provided.
47)Your First CollegeYear Survey (YFCY)
Not provided. Not provided. Not provided.
48) Diverse LearningEnvironments (DLE)
Defines the following "outcomes" (though this appears more to be domains that are assessed):
Integration of Learning;Habits of Mind;Pluralistic Orientation;Social Action;Civic Engagement;Student Enrollment Mobility
Not provided. Not provided.
49) College SeniorSurvey (CSS)
The CSS focuses on a broad range of college outcomes and postcollege goals and plans including:
academic achievement and engagementstudentfaculty interactioncognitive and affective developmentstudent goals and valuessatisfaction with the college experiencedegree aspirations and career planspostcollege plans
Not provided. Not provided.
50) HERI FacultySurvey
Not provided. Not provided. Not provided.
51) ETS ProficiencyProfile (EPP)
Not provided. Not provided. Not provided.
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formally Measure ofAcademicProficiency andProgress (MAPP)52)WorkKeys Not provided Not provided. Not provided.53) GlobalPerspectiveInventory
Not provided Not provided Not provided
54) Multiinstitutionalstudy of leadership(MSL)
Not provided Not provided Not provided
55) StudentExperience in theResearch University(SERU) Survey
Not provided Not provided Not provided
56) StudentSatisfactionInventory (SSI)
Not provided Not provided Not provided
57) UniversityLearning OutcomesAssessment(UniLOA)
Again, like many other websites, learning outcomes is mentioned but not presented obviously or in any detail. Not provided. Not provided.
58) Action ProjectRubric
Not provided Not provided Not provided
59) Action ResearchProject Rubric
Not provided Not provided Not provided
60) Art rubric for theassessment ofdiscussion andwriting on art history,aesthetics, and artcriticism
Not provided Not provided Not provided
61) Rubric for theuse of capstoneexperiences forassessing programlearning outcomes
Not provided Not provided Not provided
62) Rubric forassessing thequality of academicprogram learningoutcomes
Not provided Not provided Not provided
63) Rubric forgrading art
Not provided Not provided Not provided
64) BackwardsDesign Unit
Not provided Not provided Not provided
65) Sample EthicsCase AnalysisRubric
Not provided Not provided Not provided
66) Fort Hays StateUniversity GraduateDiversity CaseStudy Rubric
Not provided Not provided Not provided
67) ResponsibleCitizens Rubric
Not provided Not provided Not provided
68) CivicEngagement VALUERubric
Not provided Not provided Not provided
69) CivicResponsibilityAssessmentRubric
Not provided Not provided Not provided
70) OnlineDiscussion Rubric
Not provided Not provided Not provided
71) (Online)DiscussionAssignmentsGrading Criteria
Not provided Not provided Not provided
72) WebCTDiscussion BoardRubric
Not provided Not provided Not provided
73) StudentParticipation,Assessment andEvaluation Rubric
Not provided Not provided Not provided
74) Class Not provided Not provided Not provided
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Add Discussion
(https://www.wikispaces.com/user/view/roseannliu)Comment: Lots of surveys assess the following ...roseannliu (https://www.wikispaces.com/user/view/roseannliu) Jul 13, 2012
Comment
(https://www.wikispaces.com/user/view/dsallenhula)
Hi Roseann,I think we need to add the specific "learning outcomes" that each of these assessments ismeasuring/assessing. I'm afraid this does mean that you'll need to go back to the ones you'vedone so far. Let's discuss.Thanks, Danielle
research on assessment toolsdsallenhula (https://www.wikispaces.com/user/view/dsallenhula) Jun 19, 2012
Comment
(https://www.wikispaces.com/user/view/roseannliu)
Comment added 6/8/2012, 4:26:32 PM (/page/diff/Assessment+Tools+Chart/343923500?mode=code)
Comment removed 7/10/2012, 3:13:58 PM (/page/diff/Assessment+Tools+Chart/352036110?mode=code)
Should we add kinesthetic competence to this list? This is particularly relevant to dance and otherperforming arts.
Comment: Should we add kinesthetic competence ...roseannliu (https://www.wikispaces.com/user/view/roseannliu) Jun 8, 2012
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Comment
ParticipationRubric75) CollaborationRubric
Not provided Not provided Not provided
76) Rubric forTeamwork
Not provided Not provided Not provided
