Glossary of Assessment Terms
Aggregate Data: Aggregate data is data that has been combined from separate sources or locations, such as data collected from multiple campuses. Disaggregate data is a whole set of data separated into parts and sorted by meaningful categories, such as campus or student demographic information.
Assessment Cycle: The process of planning, collecting, and analyzing assessment measures and data for the purpose of sustaining and improving teaching and learning. Typically the assessment cycle refers to the timing of the processes within an academic year, but timing may vary from program to program.
Assessment Plan: A process and timeline for designing, collecting, and analyzing assessment data.
Assessment Results: Analyzed or summarized assessment data (data may be quantitative or qualitative) or other impacts of assessment activities; shared formally or informally.
Complementary Measures: multiple direct and/or indirect measures, whose results are analyzed, aligned, and shared on a timely basis for use by faculty and chairs/directors. Complementary measures are especially important for comprehensive or high stakes decisions intended to support student learning.
Curriculum Map: A matrix aligning student learning outcomes with the courses in a program of study.
Direct Measure: A measure of student’s performance or work product that demonstrates skills and knowledge.
Disaggregate Data: A whole set of data separated into parts and sorted by meaningful categories, such as campus or student demographic information.
Indirect Measure: Information associated with learning, motivation, perceived success, or satisfaction; gathered, for example, through a survey or focus group.
Key Assessment Elements: For the purposes of the Annual Undergraduate Assessment Report, the principle elements of assessment. Specifically, the student learning outcomes, assessment plan, curriculum map, direct measures, indirect measures, and use of assessment.
Program-level Assessment: Measures and assessment tools that faculty use to collaboratively develop, maintain and improve an effective curriculum that promotes student learning through a program of study.
Student Learning Outcomes (SLOs): Core skills and knowledge students should develop through a program of study.
SLO-aligned Assessment: Assessment measures aligned with achievement of specific learning outcomes. SLO-aligned assessment may be direct measures (such as assessment of skills demonstrated in a senior project) or indirect measures (such as input from a senior focus group on their experience related to a specific SLO).
Use of Assessment: Assessment results a) inform continual reflection and discussion of teaching and learning and b) contribute to decision-making to ensure effective teaching and learning. Decisions can include choosing to make changes to a program, continue current effective practices, or build on strengths.