| Artifact |
A sample of student work that is scored according to an established rubric for assessment
purposes.
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| Assessment |
Assessment is the systematic collection, review and use of information regarding the
efficacy of a program, undertaken for the purpose of improving student learning and
development.
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| Assessment Plan |
An assessment plan (or schedule) that includes the cycle in which all learning outcomes
will be evaluated and by what specified (identified) measures.
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| Assessment Targets |
Planning model - a set of measureable points to meet an outcome goal. |
| Benchmark |
Student performance standards (the level(s) of student competence in a content area.)
An actual measurement of group performance against an established standard at defined
points along the path toward the standard. Subsequent measurements of group performance
use the benchmarks to measure progress toward achievement. Examples of student achievement
that illustrate points on a performance scale, used as exemplars.
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| Bloom's Taxonomy of Cognitive Objectives |
This taxonomy for categorizing level of abstraction of outcomes can demonstrate a
particular level of student achievement (appropriate for the course level). These
terms assist in the development of assessable outcomes and program expectations.
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| Closing the Loop |
The utilization of assessment data to inform decisions on program/curriculum improvement,
and the analysis of the changes to determine if desired outcomes have been achieved.
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| Data Source/ Data |
Information gathered that provides analysis for program learning outcomes. Typically
refers to student work, but may also include survey results or other forms analysis.
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| Learning Outcomes |
A defined educational goal, usually a culminating activity, product, or performance
that can be measured.
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| Program Objectives |
Statements that describe what students should be able to do when they’ve completed
a given educational program. Each statement should describe one expectation; should
not bundle several into one statement.
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| Rubric |
Some of the definitions of rubric are contradictory. In general a rubric is a scoring
guide used in subjective assessments. A rubric implies that a rule defining the criteria
of an assessment system is followed in evaluation. A rubric can be an explicit description
of performance characteristics corresponding to a point on a rating scale. A scoring
rubric makes explicit expected qualities of performance on a rating scale or the definition
of a single scoring point on a scale. A kind of holistic or primary trait scoring
in which detailed criteria are delineated and used to discriminate among levels of
achievement in assignments, performances, or products.
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| Sample |
A way to obtain information about a large group by examining a smaller, randomly chosen
selection (the sample) of group members. If the sampling is conducted correctly, the
results will be representative of the group as a whole. Sampling may also refer to
the choice of smaller tasks or processes that will be valid for making inferences
about the student’s performance in a larger domain. “Matrix sampling” asks different
groups to take small segments of a test; the results will reflect the ability of the
larger group on a complete range of tasks.
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| Threshold |
An established criteria for which outcome achievement is defined as met or not met. |
