FAQs for Faculty

FAQs for Faculty

Assessment is the regular and systematic use of evidence of student learning to improve teaching and learning.

An objective can be a skill, content, behavior, or an attitude/value. Some objectives are program level; others are course specific. Objectives should be mapped to the broad learning goals of the University and/or college.

The most direct measure of an outcome is student work. But instructor feedback, course evaluations, professional exams, and student surveys are also important indirect measures.

Grading is course- and instructor-specific assessment. Assessment looks at across sections at the program level.

Rubrics are scaled measurements of student learning, which details the range of performance. Program-level assessment uses its own set of rubrics, which instructors are encouraged to use in their courses. Instructors might also develop rubrics of their own.

The purpose of assessment is not statistical certainty but to gain actionable evidence.

No. Objectives are determined by faculty and/or outside accrediting agencies. Instructors have autonomy within the parameters of the objectives to select content, create assignments, and run classes in the manner that works best for them.

Assessment uses student performance to evaluate courses and programs of study, not individual instructors or sections.

Using evidence of student performance will make our teaching more efficient. In addition to making us better teachers, it also makes our students better students.