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Assessment 101 (GE 04.2021)

Horizontales
The systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.
This phrase represents the last stage of the assessment cycle. It involves examining whether the implemented changes have led to improvements in student learning.
These are used as the broad starting point to the development and refinement of outcomes. These are usually not measurable and need to be further developed as separate distinguishable outcomes.
Verticales
This evidence of student learning is gathered through evaluating actual student work products or performances.
These learning outcomes describe what ULV students should be able to do or demonstrate at the end of their undergraduate studies.
This type of statement clarifies what an institution does and why it exists.
For course-embedded assignments to provide evidence of Baccalaureate Learning Outcome (BLO) achievement, there should be an intentional relationship between BLOs and these learning outcomes.
All assessment cycles begin with defining these.
This evidence of student learning is often gathered through surveys, and complements student work products and performances.
This variety of outcome reveals the changes in knowledge, skills, attributes, or behaviors that a student should be able to demonstrate after participating in a learning experience.