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Assessment of Student Learning
Assessment of Student Learning – Findings: Results
College Hall 410A
DISCLAIMER: This data in this section is fictitious and does not, in any way, represent any of the programs at Gallaudet University. This information is intended only as examples.
This step involves making recommendations using your analysis of the data to make program changes that will improve student learning.
Recommendations: actions taken/to be taken to improve student learning that is clearly supported by the data — what will be done, who will do it, how it will be assessed, and when.
Once the data are analyzed, the unit should be able to see whether it has achieved its intended outcome.
Develop recommendations to improve student learning outcomes based on your data analysis, which identifies your program/unit’s strengths and weaknesses. You should create a plan to improve your weaknesses and build on your strengths to make them better. (Remember to build into the plan the periodic re-assessing of your strengths to make sure you’re not slipping.)
***Results of the pre-test have documented conclusively that students entering the class are far from “knowing it all” – in fact, the scores are typically below 50 percent accurate. These pre-test data document the great need for the Library 101 course, despite some students’ claims, and form the foundation for subsequent student learning throughout a student’s academic career.
Even though the final exam shows a dramatic increase in student learning, several items are still required improvement:
*Assessing the Effectiveness of Non-Instructional Support Offices **Adapted from: Suskie, L. (December, 2008). Understanding and Using Assessment Results. Paper presented at 2008 Middle States Commission on Higher Education Annual Conference. ***Example adapted from: Iowa State University. Library 160: Measurement of Outcomes and Results.
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