The state of learning outcomes assessment in the United States

Abstract

Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States. Three-quarters of institutions have established learning outcomes for all their students, a necessary first step in the assessment cycle. Most schools are using a combination of institution-level and programme-level assessments. Quality assurance requirements in the form of regional and specialised accreditation, along with an institutional commitment to improve, are the primary drivers of assessment. While there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning. The paper closes with recommendations for various groups that can advance the assessment and institutional improvement agenda.

A 'continuous improvement'-based approach for the assessment of student learning

“…In this context, Chun (2010) states that "it is an empty exercise to assess student learning without providing a means to adjust teaching in response to deficiencies revealed through the information gleaned from that assessment". Also, according to Kuh and Ewell (2010), "while there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning". Among other things, Hargreaves (2005) mentions monitoring pupils' performance against targets or objectives and using assessment to inform next steps in teaching and learning as possible meanings for 'assessment for learning'.…”

College Students’ Perceptions of their Core Competencies: An Institutional Analysis of Discipline and Gender

“…improvement!and!for!accountability!purposes! (Kuh!&!Ewell,!2010).!!Universities!are!now!being! compared!on!the!results!of!student!performance,!as!well!as!studentHfaculty!ratios!and!number!…”

Assessment and teaching of science skills: whole of programme perceptions of graduating students

“…In Australia, a review of the Australian university quality assurance's audits revealed that most universities failed to incorporate learning outcomes for generic graduate attributes into the curriculum and that the assessment systems in these institutions had failed to affect the learning of these capabilities (Ewan 2009). In the USA, Kuh and Ewell (2010) found that three-quarters of institutions had established learning outcomes for their degree programmes, but the assessment used in these institutions, which was driven by quality assurance, was not used to enhance teaching and learning or to inform curriculum change, evidencing a disconnect between the learning outcomes of university programmes and assessment practices. In engineering and science graduate programmes, Borrego and Cutler (2010) have also found a lack of 'constructive alignment' (Biggs 1999) between learning outcomes, assessment evidence and learning experiences.…”