ASSESSMENT FOR STUDENT LEARNING HANDBOOK

Assessment for Student Learning

Assessment for student learning helps NCTA determine what students are learning, how well they are learning it, and how faculty and programs can improve the learning experience.

At the Nebraska College of Technical Agriculture, student learning is at the center of our work. Faculty, staff, and administrators collaborate to create learning environments that help students develop the knowledge, skills, and professional abilities needed for successful careers and continued growth.

Assessment for student learning is the ongoing process of identifying what students should know and be able to do, gathering evidence of their learning, reviewing that evidence, and using the results to improve teaching, curriculum, and student support.

The questions that guide assessment

• What do we want students to know and be able to do?
• How will students have opportunities to develop those abilities?
• How will we know what students have learned?
• What changes could improve student learning?

What assessment helps NCTA demonstrate

• Student learning outcomes are clear, observable, and measurable.
• Courses and learning experiences align with program and institutional outcomes.
• Students have multiple opportunities to practice and demonstrate learning.
• Program completion reflects the knowledge and abilities communicated to students, employers, and other stakeholders.
• Assessment results are used to improve teaching strategies, curriculum, and student support.
• Learning is supported across classrooms, laboratories, field experiences, online courses, internships, and other learning environments.

NCTA assessment goals

• Promote collaboration and inquiry about student learning.
• Keep student learning outcomes at the center of instruction, student services, and workforce development.
• Support faculty and staff as they design meaningful learning experiences and assessment practices.
• Maintain accessible assessment resources, reports, examples, and effective practices.
• Work with academic programs to support annual assessment and program review.
• Strengthen the assessment of general education outcomes.
• Connect assessment evidence with curriculum development and review.
• Use assessment results to support continuous improvement.

Assessment is about improvement

Assessment is most valuable when the evidence leads to action. Results may identify a need to revise an assignment, provide additional practice, clarify expectations, adjust course sequencing, strengthen student support, or update curriculum. This process is often called closing the loop.

Explore assessment resources

• The Assessment Process
• Writing Student Learning Outcomes
• Assessment Methods and Evidence
• Assessment Frequently Asked Questions
• Assessment Glossary and Resources

The Assessment Process

NCTA uses a continuous improvement process to identify learning outcomes, gather evidence, discuss results, and make decisions that strengthen student learning.

Assessment is a collaborative process. Faculty determine the learning that matters most, provide students with opportunities to develop and demonstrate that learning, and use evidence to guide improvement. Assessment may occur within a class, across a sequence of courses, within a program, or across the college.

The continuous improvement cycle

1. Plan

Identify the intended student learning outcomes and the level of achievement expected. Determine where students will learn and practice each outcome and establish a benchmark or standard for success.

• Identify the outcome to be assessed.
• Confirm that the outcome is observable and measurable.
• Determine where the outcome is introduced, reinforced, and demonstrated.
• Set a clear benchmark for student achievement.

2. Select assessment approaches

Choose assessment methods that provide useful evidence of the outcome. Strong assessment plans often include more than one measure and use evidence already produced through course assignments, laboratories, projects, performances, or field experiences.

• Use direct evidence whenever possible.
• Select methods that align with the type and level of learning expected.
• Use common criteria or rubrics when results will be combined across sections or courses.
• Avoid collecting information that will not be reviewed or used.

3. Gather and organize evidence

Collect evidence in a consistent manner. Protect student privacy and, when reporting program results, summarize evidence across students rather than identifying individual students.

• Record the number of students assessed.
• Document the benchmark and scoring method.
• Summarize results by outcome or criterion.
• Retain examples or supporting documentation when appropriate.

4. Review and discuss results

Faculty review the evidence together and consider what it shows about student learning. The discussion should look beyond overall grades and focus on the specific knowledge, skills, or abilities represented by the outcome.

• Which areas met or exceeded expectations?
• Where did students struggle?
• Were results consistent across courses, sections, locations, or delivery methods?
• What factors may have influenced the results?
• Is additional evidence needed before making a decision?

5. Use the results

Assessment is complete only when the evidence is used. Faculty may decide to continue an effective practice, revise an activity, strengthen feedback, add practice opportunities, change course sequencing, update a rubric, or modify curriculum.

• Describe the improvement that will be made.
• Identify who is responsible for the action.
• Establish a realistic timeline.
• Assess the outcome again to determine whether the change helped.

Levels of assessment

Classroom assessment

Classroom assessment focuses on learning within a particular course or section. It provides timely information that faculty and students can use during the learning process.

Program assessment

Program assessment examines how well students are achieving the cumulative outcomes of a certificate, associate degree, or academic program. Evidence may be gathered from selected courses, capstone experiences, internships, licensure results, portfolios, or other program experiences.

General education assessment

General education assessment examines broad learning outcomes that apply across programs, such as communication, quantitative reasoning, critical thinking, or other institutional learning goals.

Annual assessment questions

• What outcome was assessed?
• What evidence was collected?
• What level of performance was expected?
• What did the results show?
• What did faculty learn from the results?
• What action will be taken?
• How will the effect of that action be reviewed?

Writing Student Learning Outcomes

Student learning outcomes describe what students should be able to demonstrate after completing a course, learning experience, or academic program.

Effective student learning outcomes focus on the learner. They describe the knowledge, skills, abilities, or professional behaviors students will demonstrate as a result of their learning.

Characteristics of a strong learning outcome

• Learner centered
• Observable
• Measurable
• Meaningful to the course or program
• Appropriate for the expected level of learning
• Assessable through student work or performance
• Clear to students, faculty, and external stakeholders

A useful outcome structure

A learning outcome can usually be written using this structure:

Upon completion of the course or program, students will be able to + measurable action + important knowledge, skill, or product + relevant context or standard.

Example

Upon completion of this course, students will be able to weld proficiently in the flat position using common electrodes.

More examples

• Students will analyze agricultural business data and recommend a financially sound course of action.
• Students will communicate technical information accurately and professionally for an intended audience.
• Students will apply mathematical, algebraic, geometric, or statistical methods to solve problems.
• Students will analyze a real world ethical dilemma and explain the effect of possible decisions on those involved.
• Students will listen to, acknowledge, and build upon the ideas of others while completing a team project.
• Students will demonstrate safe and effective animal handling techniques in a clinical or production setting.

Outcomes and objectives

Student learning outcomes

Outcomes describe the broader learning students will demonstrate by applying knowledge, skills, tools, and professional judgment. Outcomes are learner centered and should result in observable evidence.

Learning objectives

Objectives describe the specific content, tools, activities, or skills that support achievement of an outcome. Objectives are often more detailed and may guide individual lessons or assignments.

Example

Outcome: Students will develop a complete crop production recommendation using field data, economic information, and accepted agronomic practices.

Supporting objectives may include identifying crop nutrient needs, calculating application rates, interpreting soil test results, comparing input costs, and explaining environmental considerations.

Avoid vague verbs

Words such as know, understand, learn, and appreciate are difficult to observe directly. Replace them with verbs that describe what students will do to demonstrate learning.

• Instead of “understand,” use explain, compare, demonstrate, interpret, or apply.
• Instead of “know,” use identify, describe, calculate, diagnose, or select.
• Instead of “appreciate,” use evaluate, defend, reflect, or justify.

Bloom’s Taxonomy action verbs

Remember

Define, identify, label, list, name, recall, recognize, select, state.

Understand

Classify, compare, describe, discuss, explain, interpret, paraphrase, predict, summarize.

Apply

Calculate, demonstrate, employ, operate, perform, prepare, produce, solve, troubleshoot, use.

Analyze

Analyze, categorize, compare, contrast, differentiate, examine, organize, question, test.

Evaluate

Appraise, assess, critique, defend, determine, evaluate, judge, justify, prioritize, recommend.

Create

Assemble, compose, construct, create, design, develop, formulate, integrate, plan, propose, revise.

Review checklist

• Does the outcome describe what the student will do?
• Can the learning be observed in student work or performance?
• Is the verb appropriate for the level of learning?
• Is the outcome broad enough to matter but focused enough to assess?
• Does the curriculum provide students with opportunities to develop the outcome?
• Can faculty identify evidence and criteria for success?

Assessment Methods and Evidence

Assessment methods should match the learning outcome and provide evidence that faculty and students can use to improve learning.

No single assessment method is appropriate for every outcome. The best method depends on what students are expected to know or do, when the information is needed, and how the results will be used.

Diagnostic assessment

Diagnostic assessment occurs before or near the beginning of instruction. It helps faculty identify students’ current knowledge, skills, strengths, misconceptions, and readiness for learning.

Examples

• Pretests
• Skills inventories
• Student self assessments
• Opening discussion prompts
• Brief interviews
• Review of prior work or prerequisite skills

Formative assessment

Formative assessment occurs during learning. It provides feedback that students can use to improve and information faculty can use to adjust instruction. Formative assessments are often low stakes or ungraded.

Examples

• Observation during laboratory or classroom activities
• Practice problems or homework used for feedback
• Drafts of papers or projects
• Reflection journals
• Question and answer sessions
• Conferences between faculty and students
• Informal presentations of work in progress
• Short classroom assessment techniques
• Student feedback about their learning and areas of confusion

Summative assessment

Summative assessment occurs at the conclusion of a learning experience and summarizes what students have achieved. Summative evidence may also be reviewed across students to identify strengths and areas for program improvement.

Examples

• Final examinations
• Completed projects
• Term papers
• Portfolios
• Performances or demonstrations
• Capstone experiences
• Licensure or certification examinations
• Internship or clinical evaluations

Direct evidence

Direct evidence requires students to demonstrate their knowledge, skills, or abilities. It provides observable evidence of the learning outcome.

• Student papers and projects
• Laboratory or clinical demonstrations
• Presentations
• Portfolios
• Embedded exam questions
• Capstone work
• Standardized, licensure, or certification assessments
• Evaluated internship or field performance

Indirect evidence

Indirect evidence provides information about perceptions, experiences, or conditions related to learning. It can add useful context but should not be the only evidence used to determine whether an outcome was achieved.

• Student surveys
• Graduate surveys
• Employer feedback
• Focus groups
• Course evaluations
• Retention or completion information
• Student reflections about confidence or preparedness

Embedded assessment

Embedded assessment uses student work that is already part of a course. An assignment may be graded for course purposes and also reviewed using common criteria to assess a course or program outcome. This approach reduces duplication and connects assessment directly to the curriculum.

Rubrics

A rubric describes the criteria used to judge student work and the levels of performance expected. Rubrics help clarify expectations, improve consistency, provide meaningful feedback, and support the aggregation of results across students or course sections.

A useful rubric includes

• Criteria that align directly with the learning outcome
• Clear descriptions of performance at each level
• A scale that supports the decisions faculty need to make
• Language that students and evaluators can understand
• A defined benchmark for acceptable achievement

Triangulation

Triangulation means gathering evidence through more than one method or source. When multiple forms of evidence lead to a similar conclusion, faculty can have greater confidence in the results.

Assessment and evaluation

Assessment and evaluation are related but serve different purposes. Assessment gathers and uses evidence to improve learning. Evaluation uses evidence to make a judgment, such as assigning a grade or determining whether a standard has been met.

Example

Assigning a grade of 82 percent on an examination is evaluation. Reviewing exam results across the class, identifying a concept that many students did not understand, and changing instruction to address that gap is assessment.

Selecting an assessment method

• Does the method directly measure the stated outcome?
• Will the evidence be available at the time a decision is needed?
• Are the criteria for success clear?
• Can results be summarized meaningfully?
• Is the effort required proportional to the value of the information?
• How will the results be used?

Assessment Frequently Asked Questions

These frequently asked questions explain the purpose of assessment, faculty responsibilities, program assessment, and the use of evidence to improve student learning.

Why do we assess student learning?

Assessment provides evidence that helps faculty improve teaching, curriculum, and student support. It should be connected to meaningful decisions such as curriculum revision, program review, retention efforts, distance education, or the improvement of learning experiences. Assessment also communicates what the college values and what students are expected to demonstrate.

I already give tests and grades. Is that assessment?

Tests, quizzes, and grades can provide evidence, but a course grade alone does not explain which outcomes students achieved or where they struggled. Assessment focuses on specific learning outcomes and uses evidence from assignments, projects, laboratories, presentations, examinations, or other demonstrations to improve learning.

Are student learning outcomes the same as individual tasks?

No. A task is a specific activity students complete. A learning outcome is a broader ability students develop and demonstrate through one or more tasks, courses, or learning experiences.

What is an outcomes based course?

An outcomes based course begins with clear statements of what students should be able to demonstrate. Instruction, assignments, feedback, and assessment methods are intentionally aligned with those outcomes.

How many opportunities should students have to demonstrate an outcome?

Students should have multiple opportunities to learn, practice, receive feedback, and demonstrate important outcomes. The appropriate number depends on the outcome and the design of the course or program.

Does program assessment evaluate individual students?

Program assessment examines results across students to determine how well a program is achieving its stated outcomes. It is not intended to make decisions about an individual student.

How does assessment help faculty?

Assessment provides information about student readiness, progress, areas of difficulty, and the effectiveness of learning activities. Faculty can use this information to adjust pacing, feedback, assignments, teaching strategies, and curriculum.

Is assessment extra work?

Most faculty already produce useful assessment evidence through assignments, projects, laboratories, examinations, and performances. The goal is to use existing evidence intentionally, organize it around learning outcomes, and discuss what it shows.

Who participates in assessment?

All faculty who contribute to a course or program, including full time and adjunct faculty, have a role in assessment. Program faculty identify outcomes, review evidence, interpret results, and recommend improvements.

Can attitudes or professional behaviors be assessed?

Yes. Not every outcome must be reduced to a numerical test score. Attitudes and professional behaviors can be assessed through observable criteria, structured reflection, surveys, rating scales, checklists, interviews, or rubrics.

Why is assessment important for accreditation?

Accreditation expects institutions to define learning outcomes, gather evidence of student achievement, and use the results for improvement. More importantly, these practices help NCTA fulfill its educational mission and demonstrate accountability to students and stakeholders.

Are assessment results used in faculty evaluation?

Program assessment is intended to improve learning, curriculum, and collective teaching practices. Results should be interpreted in context and should not be used as a simple measure of an individual faculty member’s performance.

Are adjunct faculty involved?

Yes. Adjunct faculty contribute directly to student learning and should be included in communication about outcomes, common expectations, assessment methods, and program discussions.

How are course, program, and college assessment connected?

Students demonstrate learning within courses. Courses contribute to program outcomes, and programs contribute to broader institutional and general education outcomes. These levels are distinct but connected.

How does assessment improve learning?

Assessment provides feedback and evidence. Students can use feedback to change their approach to learning, while faculty can use evidence to improve instruction, assignments, curriculum, and support.

What is classroom assessment?

Classroom assessment is the ongoing study of learning within a particular course. It often uses brief, low stakes activities to identify what students understand and what may need additional attention.

What is program assessment?

Program assessment is an annual and ongoing process in which faculty identify program outcomes, gather evidence, analyze results, communicate findings, and develop actions to improve student learning.

How many faculty should participate in program assessment?

All faculty who teach in or contribute to the program should participate in an appropriate way. Broad participation supports shared expectations and better interpretation of results.

Does every course need a separate assessment plan?

Not necessarily. A program may use one coordinated assessment plan that identifies where and how program outcomes will be assessed. Selected courses or experiences may provide the evidence for particular outcomes.

What is the purpose of program validation or program review?

Program review examines how well a program serves students, meets academic and workforce expectations, connects with stakeholders, and contributes to the mission of the college. Assessment evidence is one important part of that review.

How do faculty identify student learning outcomes?

Faculty consider what students should be able to demonstrate when they complete a course or program. Outcomes may also reflect expectations from employers, advisory boards, licensure standards, professional organizations, transfer partners, or accrediting agencies.

Who coordinates assessment within a program?

The academic unit determines how assessment responsibilities are assigned. A division chair, program lead, or designated faculty member may coordinate the process in collaboration with academic leadership.

Where are assessment plans and reports submitted?

Follow the current process established by NCTA academic leadership and the Assessment Committee. This webpage should link to the current submission location, templates, and annual deadlines.

Where can faculty get help?

The NCTA Assessment Committee and academic leadership can help faculty write outcomes, select assessment methods, create rubrics, interpret results, and develop improvement plans.

What is a program outcome?

A program outcome describes an important ability students should be able to demonstrate when they complete the program. It should reflect cumulative learning across multiple courses or experiences and focus on what graduates need to do in further education, employment, or professional practice.

What is the difference between assessment and evaluation?

Assessment gathers and uses evidence to improve learning. Evaluation uses evidence to make a judgment, such as assigning a grade, determining pass or fail, or deciding whether a standard has been met.

What is the difference between an objective and an outcome?

Objectives describe specific content, skills, or activities that help students achieve broader learning. Outcomes describe the meaningful knowledge, ability, product, or performance students will demonstrate by applying that learning.

Assessment Glossary and Resources

Use this glossary to understand common assessment terms and locate resources for writing outcomes, selecting measures, developing rubrics, and reporting results.

Glossary

Academic achievement

Student performance related to course, program, general education, or institutional learning outcomes.

Assessment

An ongoing process of defining expectations for student learning, gathering and interpreting evidence, and using the results to document and improve learning.

Benchmark

A defined level of performance or point of comparison used to judge achievement.

Capstone experience

A culminating course, project, internship, portfolio, examination, or other experience in which students integrate and demonstrate program learning.

Classroom assessment

The ongoing study of what and how students are learning within a course, usually for the purpose of improving instruction and learning.

Closing the loop

Using assessment results to make a change, monitor the effect of that change, and determine whether student learning improved.

Competency based assessment

Assessment of a student’s performance in relation to a defined competency or performance standard.

Criterion

A specific quality or characteristic used to judge student work or performance.

Direct assessment

Assessment that requires students to demonstrate their knowledge, skills, or abilities through observable work or performance.

Embedded assessment

Assessment that uses student work already required within a course, such as an assignment, examination question, laboratory, or project.

Evaluation

The use of information to make a judgment, such as assigning a grade or determining whether a standard has been met.

Formative assessment

Assessment that occurs during learning and provides feedback that can be used to improve performance before the learning experience is complete.

General education outcomes

Broad learning outcomes expected of students across academic programs.

Indirect assessment

Evidence about perceptions, experiences, or conditions related to learning, such as surveys, interviews, or focus groups.

Learning objective

A specific skill, concept, activity, or step that supports achievement of a broader learning outcome.

Learning opportunity

An instructional activity or experience that allows students to develop, practice, or demonstrate an outcome.

Measurement

The process of assigning a score, rating, or other value to evidence according to established criteria.

Performance based assessment

Assessment in which students demonstrate learning through a product, performance, process, or authentic task.

Program assessment

A coordinated process for determining how well students are achieving the cumulative learning outcomes of an academic program.

Program outcome

A broad, measurable ability students should demonstrate upon completion of a program.

Qualitative evidence

Descriptive evidence, such as observations, themes, narratives, or explanations.

Quantitative evidence

Numerical evidence, such as scores, percentages, counts, or ratings.

Reliability

The degree to which an assessment method or scoring process produces consistent results.

Rubric

A scoring guide that describes criteria and levels of performance for student work or behavior.

Student learning outcome

A clear statement of what students will be able to demonstrate as a result of a course, program, or learning experience.

Summative assessment

Assessment conducted at or near the end of a learning experience to summarize achievement.

Triangulation

The use of multiple methods or sources of evidence to determine whether findings are consistent.

Validity

The degree to which an assessment method provides appropriate evidence for the outcome or purpose it is intended to measure.

Sample outcome and rubric framework

Student learning outcome: Upon completion of the course, students will be able to weld proficiently in the flat position using common electrodes.

Possible performance task: Using 6011, 7018, and 6013 electrodes, students produce designated welds that are evaluated for current, arc length, travel speed, penetration, uniformity, and defects.

Possible benchmark: Students earn at least the established proficient rating on each essential criterion.

Suggested rubric levels

• Exemplary: Performance consistently exceeds the stated standard.
• Proficient: Performance meets the stated standard.
• Developing: Performance partially meets the standard and needs improvement.
• Beginning: Performance does not yet meet the standard.

Recommended downloadable resources

• Annual assessment plan template
• Annual assessment report template
• Student learning outcome worksheet
• Curriculum mapping template
• Rubric development guide
• Sample rubrics
• General education outcome guidance
• Assessment calendar and deadlines
• Current submission instructions
• Original Assessment for Student Learning Handbook