Assurance of Learning Assessment
Introduction and Overview
Assurance of Learning Assessment, henceforth simply Assessment, is a process by which faculty perform structured classroom research to reveal the extent to which their students are mastering the learning goals established by academic programs. There are multiple reasons for assessment, including the improvement of teaching and learning in individual courses, the provision of useful data to decision makers at the program level, and the satisfaction of requirements for maintaining the Kelley School of Businessís accredited status with the AACSB (The Association to Advance Collegiate Schools of Business). For more detail about the purpose of assessment, click here.
The assessment initiative at the Kelley School of Business is framed by both the AACSB mandate to conduct assurance of learning assessment for accreditation purposes and the schoolís desire to create a program that is faculty-friendly and faculty-oriented. For more detail about the principles that guide the assessment process at Kelley, click here.
The process of assessment can be broken into five major steps:
- Define learning goals and outcomes
- Align curriculum with goals
- Identify instruments and measures of assessment
- Collect, analyze, and disseminate assessment data
- Use assessment data (revealed student learning) to improve teaching and learning, curriculum, student experiences, and so on.
Although this process is constantly in action at Kelley to assess the various learning goals of each academic program, only a few faculty members are actively involved in the process at any given time. Hence, while the Kelley School has a built a robust and successful assessment program, it must continue to work on developing a culture of assessment among the faculty.
One way to raise awareness and build a culture of assessment among faculty is to help instructors see the relationship between their courses and the overarching learning goals of the academic programs in which they teach. When faculty make this relationship clear and explicit, they necessarily begin to see the skills, knowledge and attitudes students must learn for their class in the broader context of the degree-granting program in which the course is offered. At the same time, the explicit articulation of learning outcomes and their relationship to program goals shows students how each of their courses contributes to the degree they are working toward.
To support faculty in relating their courses to the learning goals of the program in which they teach, we are asking all faculty to include learning outcomes in their course syllabi and to relate those outcomes, when appropriate, to the larger program learning goals relevant to their course.
The pages and links associated with this site are designed to help you implement the above requirement with video and text explanations, ready-to-go appendices for syllabi, and examples of draft learning outcomes and their improved revisions. Our goal is to make the process of articulating learning outcomes, situating them in your syllabus, and relating them to program goals as easy and straightforward as possible. Should you have further questions after visiting these assessment pages, please do not hesitate to contact Assessment Specialist Eric Metzler, emetzler [at] indiana [dot] edu.