Learning Assessment Office of the Provost Artificial Intelligence Biotechnology Computer Science Cybersecurity Data Analytics and Visualization Digital Marketing and Media Mathematics Occupational Therapy Physician Assistant Physics Speech-Language Pathology Our CommitmentWelcome to the Learning Assessment website. At we are committed to student learning assessment in order to ensure that our colleges and schools, programs/majors, and courses are successfully fulfilling their educational missions, goals, and objectives. The purpose of this website is to provide faculty and staff with assessment-related tools and resources to help guide development and implementation of effective learning assessment plans. Learning Assessment Spotlight Archives Early Education, Stern College for Women, by Dr. Chaya Gorsetman, Clinical Associate Professor of Education Beren Writing Center, By Dr. Joy Ladin, Director of the Beren Writing Center & Gottesman Professor of English First Year Writing Program, By Liesl Schwabe, Yeshiva College Writing Program Director Wilf Campus Writing Center, By Dr. Lauren Fitzgerald, Director English Department, Stern College for Women, by Dr. Linda Shires, Department Chair; Dr. Nora Nachumi, Assessment Coordinator Mathematical Science, , by Dr. Thomas Otway, Professor and Department Chair Assessment Advisory Committee (AAC) The purpose of the AAC is to promote and support ’s learning assessment efforts by:Fostering a positive assessment culture throughout the UniversitySupporting and facilitating University-wide assessment activities such as (1) disseminating assessment information across colleges/schools, including identifying best models and practices, and (2) collecting, documenting, and sharing assessment information for program/major improvementThe Committee meets at least once each semester. Its members are as follows:Dr. Rachel Ebner (Chair), Director of Assessment; Clinical Assistant Professor of PsychologyDr. Selma Botman, Provost and Senior Vice President for Academic AffairsDr. Timothy Stevens, Deputy Provost; MSCHE ALO, NYSED CEO-Designee & NC-SARA Primary ContactDr. Sean McKitric, Director of Assessment and Quality Improvement, Katz School of Science and HealthDr. Yuxiang Liu, Director of Institutional Research Dr. Rebecca Cypess, The Mordecai D. Katz and Dr. Monique C. Katz Dean, Undergraduate Faculty of Arts and SciencesDr. Avi Giloni Associate Dean of Sy Syms School of BusinessDr. William Stenhouse, Associate Dean for Academic Affairs, Yeshiva CollegeDr. Daniel Rynhold, Dean of the Bernard Revel Graduate School of Jewish Studies Dr. Sandy Moore – Director of University LibrariesDr. John Vivolo, Executive Director of Academic Operations and Teaching and Learning, Katz School of Science and Health Program Mission Statements, Goals, & Objectives Stern College for Women Art HistoryBiologyBiochemistry and ChemistryComputer ScienceEducationEnglishGeneral Education ProgramHebrew Jewish StudiesPhilosophyPhysicsPhysical SciencePsychologySpeech and Hearing SciencesStudio ArtThe Graduate Program in Advanced Talmudic Studies (GPATS)Writing Center Yeshiva College Biology Chemistry Computer Science English First Year Writing Program Hebrew Jewish Studies Music and Fine Arts Philosophy Physics Psychology Wilf Writing Center YC Core Stern & Yeshiva Colleges Economics History Jewish History Math Political Science Sociology Sy Syms School of Business Undergraduate ProgramREVISED Sy Syms MBA Mission Goals Objectives and Curriculum Map 0121ma.docx. Azrieli Graduate School of Jewish Education and Administration Doctoral Program Masters Program Bernard Revel Graduate School of Jewish Studies History, Bible, & Philosophy Katz School of Science and Health M.S. Biotechnology Management and EntrepreneurshipM.S. CybersecurityM.S. Digital Marketing and Media M.S. Enterprise Risk ManagementM.S. Artificial IntelligenceM.S. Data AnalyticsM.S. Physician Assistant StudiesA.S. ManagementA.S. Liberal Arts EducationM.A. & Ph.D. Math ProgramM.S. PhysicsM. A. Quantitative EconomicsM.S. Speech Language PathologyB.S. NursingDoctorate in Occupational Therapy Wurzweiler School of Social Work M.A. in Programs in Special Education Academic Affairs Programs M.A. Holocaust Studies Library Services Curriculum Map - complete.pdf FAQ What Is Assessment? Assessment is "the systematic and ongoing process of gathering, analyzing, and using information from multiple sources to draw inferences about the characteristics of students, programs, or an institution for the purpose of making informed decisions to improve the learning process" (Linn & Miller, 2005). The principle that assessment is a systematic and continuous process, not an end product, is central to this definition. Assessment is... a cyclical process not an end goal planned and systematic not random and variable ongoing and cumulative not one point in time multifaceted not singular informative not a judgment objective not subjective transparent not unclear or hidden pragmatic not useless faculty designed and implemented not imposed from the top down What Are the Defining Units of Analysis? Classroom assessment: assessing an individual student’s learning experience in a course Program assessment: assessing a group of students’ learning experience in relation to a program, departmental major or unit of study Institutional assessment: assessing campuswide factors Why Is Assessment Essential? “If you don’t know where you are going, the best-made maps won’t help you get there” (Mager, 1997, p. vi). Assessment promotes self-reflection, which is essential for effective teaching and learning (Assessment: FAQ, Stanford University). It helps you to reflect on: What goals you are trying to accomplish How well you are meeting those goals How you can improve Accreditation: Middle States Commission on Higher Education Standard 14: Assessment of Student Learning—“Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals” (MSCHE, 2009). . What Are the Different Types of Assessment? Assessment involves collecting evidence of student learning and attainment of intended learning outcomes. To develop a more complete understanding of the extent of student learning, multiple pieces of evidence are needed. Evidence of student learning can be direct or indirect. To obtain the best indication of student learning, a combination of direct and indirect measures should be used. Direct assessment: evidence based on directly examining and measuring students’ performance (e.g., exams, projects, papers, portfolio assignments, oral presentations, fieldwork observations) Indirect assessment: evidence based on reports of perceived student learning (e.g., surveys and interviews with students, employers, faculty) What Does It Mean to “Close the Loop”? It means to take action by using assessment results to make program-level improvements or decisions. This might include: Revising your program-level outcomes Changing curricula by adding or removing courses or program experiences, requiring prerequisite courses, changing instructional methods or assignments within courses Creating or modifying assessments Creating or modifying rubrics Using assessment results to support current program practices or to make other program policies or decisions Transparency Is Key! Transparency showcases evidence of student learning from program experiences. It also enables you to reflect on program practices and effectiveness for meeting student outcomes. Contact Us Please contact us if there is any aspect of this website or student learning assessment that you would like to discuss. Rachel J. Ebner, PhD Director of Student Learning Assessment Belfer Hall 1300A; 215 Lex. Room 606 212.960.5400, ext. 6138 rachel.ebner@yu.edu Assessment Toolkit Resources Steps for Effectively Implementing Program-Level Assessment Clearly define program’s/major’s mission Identify student outcome learning goals that directly align with program’s/major’s mission Define learning goals by stating objectives Map out which program/major courses and learning experiences will enable students to achieve program/major goals (curriculum mapping) Devise a program/major assessment plan and timeline Identify which goals you are going to assess and when Develop comprehensive methods for both directly and indirectly assessing students’ attainment of those goals (NOTE: no one assessment can evidence learning—multiple pieces of evidence are needed) Develop corresponding scoring rubrics to ensure consistency and accuracy in scoring of assessments (NOTE: rubrics are not the assessment, but a tool for scoring assessments) Implement the assessment plan and continuously monitor its effectiveness, making changes or improvements when necessary Analyze assessment results and communicate/report findings Use assessment results to inform and improve program’s/major’s effectiveness in meeting learning goals and objectives Document steps 1-11 Click Here for Program/Major Assessment Guidelines Assessment Guides Quick Guide to Conducting Program-Level Assessment A Guide to Periodically Assessing Your Program's Assessment Process Assessment Glossaries Mission Statements from the University of Connecticut’s assessment website Learning Goals from the University of Connecticut’s assessment website Learning Objectives from the University of Connecticut’s Assessment website and Rubrics : The Association of American Colleges and Universities (AAC&U) has developed a set of peer reviewed Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics including: critical thinking, written communication, oral communication, quantitative literacy, information literacy and more. :A web-based interactive software for designing rubrics Presentation on the Design & Use of Scoring Rubrics Using rubrics for program assessment from Loyola Marymount University's assessment website Templates and Forms Program/Major Assessment Template: Mission, Goals, Objectives and Curriculum MapCurriculum Map Template2024 Report FormExcel curriclum map and planning matrixCourse syllabus template Assessment Tip of the Month! January 2025 -- Defining success on assessmentsDecember 2024 -- AI rubric generating toolsNovember 2024 --The important role of rubrics in clossing the assessment loopOctober 2024 --Direct versus indirect assessment evidenceSeptember 2024 -- Program assessment key remindersAugust 2024 -- Assessment planning matrixJuly 2024 -- Setting benchmarks and performance targetsJune 2024--Autentic assessment resourcesMay 2024--Examples of assessment driven changesApril 2024 --Assesment and accredidationMarch 2024 -- Using caution when using online tracking tools to mesure student engagementFebrurary 2024 -- Rethinking student learning goals and assessments in light of AIJanuary 2024 -- Resources for effectively analyzing and presenting assessment dataDecember 2023 -- Using rubrics for self-assessmentNovember 2023 --Tips for reducing students' cognitive loads during highly anxious timesOctober 2023 -- Assessment during times of crisisSeptember 2023 -- Revisiting the importance of formative assessmentAugust 2023 -- Using ChatGPT to advance assessment practicesJuly 2023 -- Issues with gradingJune 2023 -- Deterring students from cheating with AIMay 2023 -- Suggestions for "closing the assessment loop"March 2023 -- Creating equitable assessment practicesFebruary 2023 -- Distinguishing between students' assignment grades and performance on student learning assessmentsJanuary 2023 -- Why use rubrics to grade assessments?December 2022 -- The benefits of self-reflection exercises for promoting students' metacognition November 2022 -- Tips for encouraging students to use feedbackOctober 2022 -- Assessing your assessment processSeptember 2022 -- Mapping course objectives onto program objectivesAugust 2022 -- Getting to know your students' needsJuly 2022 -- Tips for Effective assessment planningJune 2022- Reflecting on and revising assessment methodsMay 2022 --Authentic assessmentsApril 2022 -- Closing the assessment loop!March 2022 -- Tips for promoting mastery motivation over performance motivationFebruary 2022 -- Educating students about plagiarismJanuary 2022 -- Reminder about distinguishing between program assessment outcomes and assignment and course grades on student-learning assessment reports December 2021 -- Promoting self-regulated learning through feedback strategies.August 2021 -- Incorporating online assessments into your in-person coursesJuly 2021 -- The importance of considering Maslow's hierarchy of needs when teaching and assessing students online June 2021 -- The value of student feedback for course or program improvementMay 2021 -- Tips for designing effective assessmentsApril 2021-- The importance of distinguishing between performance assessment outcomes and assignment grades March 2021 -- Interactive formative assessment tools for online learningFebruary 2021 -- Creating a collaborative assessment processJanuary 2021 -- Tips for speeding up gradingDecember 2020 -- Designing online course assessments to promote students' engagement and metacognitive thinking skillsNovember 2020 -- Strategies for reducing cheating on online assessmentsOctober 2020 -- The importance of periodically reviewing, updating, and sharing program curriculum mapsSeptember 2020-- Creating an effective assessment planAugust 2020 -- The importance of self-assessment for online learningJuly 2020 -- Tips for fostering students' self-regulated learning in asynchronous online learning environmentsJune 2020 -- The importance of reflecting on online learning assessmentsMay 2020 -- Using an online multifaceted assessment approachApril 2020 -- Online discussion rubricsMarch 2020 -- Online learning assessmentsFebruary 2020 -- Creating uniformity in assessment terminologyJanuary 2020 - The importance of revising and refining rubricsDecember 2019 - Performance assessmentsNovember 2019 - Tips for generating and posing strategic questions in the classroomOctober 2019- Midsemester reflections on student learning and instructionSeptember 2019 - Creating an effective assessment plan May 2019 - Suggestions for “closing the assessment loop!” April 2019 - Turning generic rubrics into task-specific rubricsMarch 2019 - Using online discussions for informal assessment February 2019 - Direct versus indirect assessment evidence January 2019 - Using final exam results to close the assessment loop!December 2018 - Revisiting your assessments November 2018 - Rubric essentials October 2018 - Assessing your program-level assessment processSeptember 2018 - Creating meaningful assessmentsAugust 2018 - The importance of aligning student learning objectives, instructional methods, and methods of assessment.July 2018 - The importance of implementing multiple and varied assessment methodologiesJune 2018 - Suggestions for “closing the assessment loop!”May 2018 - The importance of formative assessments for informing student learning and instructionApril 2018 - Using self-assessment to enhance learning and performanceMarch 2018 - Reflecting Upon Midterm Exam Results for Program ImprovementDecember 2017 - Revisiting your assessmentsNovember 2017 - Tips for assessing student learning in online learning environmentsOctober 2017 - Tips for creating an effective rubricSeptember 2017 - Mapping course objectives onto program objectives August 2017 - Involving students in the assessment process July 2017 - Changing the way we talk about assessment June 2017 - The importance of aligning student learning objectives, learning opportunities, and methods of assessment. May 2017 - Suggestions for “closing the assessment loop!” April 2017 - Reflecting upon midterm exam results for program improvement March 2017 - The benefits of peer feedback for improving student learning February 2017 - Reflecting on, revising, and refining program-level assessment processes January 2017 - Fostering students' motivation to master learning material by providing timely and concrete assessment feedback December 2016 - Why continually documenting student learning assessment is so important November 2016 - Midterm reflections October 2016 - Using E-portfolios to document a student’s learning journey September 2016 - Creating an effective assessment plan August 2016 - Distinguishing between grading and assessment July 2016 - The power of self-assessment June 2016 - Curriculum mapping May 2016 - The essentials about rubrics April 2016 - Distinguishing between learning goals and objectives March 2016 - What does it mean to "close the loop"? February 2016 - Distinguishing between formative and summative assessment November 2015 - Distinguishing between indirect and direct assessment evidence Online Learning Assessment from the Additional Resources Assessing Student Learning and Institutional Effectiveness: Understanding Middle States Expectations (2005). Middle States Commission on Higher Education. A brochure prepared by MSCHE detailing its expectations for meeting Standard 7: Institutional Assessment and Standard 14: Assessment of Student Learning Assessment Primer (University of Connecticut). Provides an overview of assessment related concepts including information on how to write effective program-level mission statements, goals, objectives, curriculum maps, and assessment plans . An online handbook on program-based assessment. It includes chapters on why to assess, defining goals and objectives, designing assessment programs, assessment strategies and methods, analyzing, reporting and using results Student Learning Assessment: Options and Resources (2nd Edition, 2007). Middle States Commission on Higher Education. A publication by MSCHE presenting assessment-related options and resources. References Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and Assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York: Longman. Assessment: FAQ. Stanford University Office of Institutional Research and Division Support. Retrieved October 31, 2013. . . . Linn, R. L., & Miller, M. D. (2005). Measurement and Assessment in Teaching 9th ed. Upper Saddle River, NJ: Pearson. Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction. Atlanta, GA: Center for Effective Performance. . Assessment Guidlines Assessment Guidelines_1.docx