Measures Grab Bag
Quizzes and Tests
|
Measurement instrument |
Example |
Metric for meeting objective |
Comments |
|---|---|---|---|
|
Standardized test sub-score |
ACT writing sub-score as a measure of written communication |
Percentage of writing scores exceeding a given threshold |
Important to verify alignment with the outcome being assessed |
|
Certification test |
Michigan Test for Teacher Certification (MTTC) |
Percentage of graduates passing the subject area test |
Important to document alignment of certification test items and the outcome begin assessed |
|
Writing sample |
Expository writing sample evaluated with a rubric |
Percentage of students earning a proficient rating |
Rubric should spell out objective criteria that distinguish between performance levels. |
|
Pre/post test |
Identical critical-thinking prompt used on the final exams in a sophomore-level course and a senior-level course. |
Mean difference in performance scores between the two courses, tracked over time. |
Does not need to impact students' grades. Pre/post can also be used within a single course. |
|
Quiz or exam |
Gateway quiz on calculating derivatives |
Percentage passing on 1st, 2nd, 3rd attempt, etc. |
Might be used to determine whether a new teaching technique is helping more students pass on their first attempt. |
Projects and Clinicals
|
Measurement Instrument |
Example |
Metric for meeting objective |
Comments |
|---|---|---|---|
|
Capstone project evaluation |
Statistical consulting project carried out for a client. |
Percentage of client evaluations of the delivered product rated satisfied or very satisfied. |
Reporting should focus on relevant aspects of the task. This metric might not suffice for an outcome focused on analyzing complex data sets, for example. |
|
Clinical case studies, analytic writing tasks, oral defense evaluation, etc. |
Nursing students analyze (or write) a case study of an anonymous patient from a clinical experience. |
Percentage of students whose analysis was evaluated at or above proficient on a rubric developed for the task. |
If the rubric contains multiple evaluation criteria, the metric should define which or how many of the criteria must be met by a student. |
|
Group project evaluation |
Group research project on a significant historical figure. |
Percentage of projects earning a rubric-score of at least 80%. |
Group projects can overestimate the level of achievement on knowledge- or skills-outcomes because individual contributions are not easily evaluated. |
|
Field evaluation, clinical evaluation, employer skills-assessment, etc. |
Student teaching performance evaluation by the cooperating teacher |
Percentage of candidates who receive a strong or very strong overall evaluation on the rubric. |
Tracking sub-scores or triangulating with university supervisor evaluations might add value to the assessment. |
Indirect Measures
Unlike direct measures of student learning in which a direct observation of a performance provides evidence for meeting a learning objective, indirect measures rely on secondary evidence. In most cases, indirect measures should be used as a supplement for other direct measures.
Expand to view examples of indirect measures
Examples of indirect measures include:
- Course grades and cumulative GPA
- Grades assigned to student work might be considered indirect if:
- the grade is an aggregate of multiple factors or learning outcomes
- the assignment is graded without a clear scoring rubric
- grade is a common grade awarded to all members of a group
- Comparison of admission and graduation rates
- Percentage of students that pursue next-level education
- Reputation of graduate programs where alumni are accepted
- Employment rates of alumni in appropriate career positions
- Rate of student involvement in:
- faculty research projects
- collaborative publications or presentations
- service learning or internships
- Surveys, questionnaires, or interviews that focus on:
- student perceptions of their own learning
- alumni perceptions of career-readiness or job satisfaction
- faculty and staff members perceptions of program effectiveness
- Enrollment counts and participation rates
- Numbers of honors, awards, scholarships earned by students or alumni
Examples inspired by Maki, P.L. (2004). Assessing for learning: building a sustainable commitment across the institution. Sterling, VA: AAHE; and Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Anker Publishing Company, Inc.